Development and social competence after two years for students enrolled in inclusive and self-contained educational programs
By: Fisher, Mary.
Contributor(s): Meyer, Luanna H.
Series: Research and Practice for Persons with Severe Disabilities 27 (3) 2002: 165-174.Publisher: 2002Content type: text Media type: unmediated Carrier type: volume Subject(s): INCLUSIVE EDUCATION
| SPECIAL EDUCATION | EDUCATIONAL PROGRAMMES | SOCIAL COMPETENCE | DEVELOPMENTAL PROGRESS | ASSESSMENTSummary: Compares the development and social competence of two groups of children after two years in either an inclusive educational programme or a self-contained environment where special teachers, therapists and other special education resources were concentrated. Results found that the inclusive student group made statistically significant gains on the developmental measure and realised higher social competence scores in comparison to the self-contained group confirming previous research showing social competence gains as a function of inclusion.
| Item type | Current library | Call number | Status | Date due | Barcode | Item holds | |
|---|---|---|---|---|---|---|---|
| Article Research | IHC Library | Article (Browse shelf(Opens below)) | Available (Article available on request) | 17278 |
Compares the development and social competence of two groups of children after two years in either an inclusive educational programme or a self-contained environment where special teachers, therapists and other special education resources were concentrated. Results found that the inclusive student group made statistically significant gains on the developmental measure and realised higher social competence scores in comparison to the self-contained group confirming previous research showing social competence gains as a function of inclusion.
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