Inclusive posters

"An increase in the amount of special education of special needs students in ordinary classes appears to have negative effects on the achievement of formal competence, all other things being equal."
Markussen, E. (2004). Special education: does it help? A study of special education in Norwegian upper secondary schools. European Journal of Special Needs Education, 19, 1 33-48

"Overall, the findings suggest that there are no adverse effects on pupils without special educational needs of including pupils with special needs in mainstream schools, with 81% of the outcomes reporting positive or neutral effects."
Kalambouka, A, Farrell, P., Dyson, A. & Kaplan, I. (2007). The impact of placing pupils with special educational needs in mainstream schools on the achievement of their peers. Educational Research, Vol. 49, No. 4, December 2007, pp. 365 – 382

"In general, the former special needs pupils have from attending only mainstream classes and avoiding special classes in upper secondary school significantly increased their chances of social inclusion in larger social networks at the beginning of adult life. This also implies avoiding social marginalization. Hence, teaching and learning in special classes seriously restricts their social competence and social capital and therefore also their cultural capital. Within a resilience perspective social learning in special classes is clearly a risk factor that is strongly counterproductive compared with regular classes in developing the young adults’ social capital."
Kvalsund, R. & and Bele, I.V. (2010). Students with Special Educational Needs—Social Inclusion or Marginalisation? Factors of Risk and Resilience in the Transition Between School and Early Adult Life. Scandinavian Journal of Educational Research, 54, (1) 15–35.

"During and after the final years of education those in mainstream schools showed greater progress than those with similar intellectual abilities in special schools... Mainstream school attendance had a modest beneficial effect... throughout the school career of the children, independently of level of intellectual disability".
Turner, S., Alborz, A. & Gayle, V. (2008). Predictors of academic attainments of young people with Down's syndrome. Journal of Intellectual Disability Research, vol. 52, (5) 380-392.








 

“Students schooled in regular classes attain vocational or academic competence and obtain a driving license to a much greater degree than those educated in special classes. In turn, attainment of competence and possession of a driving license increase the chances of finding work with sufficient pay. This is the indirect effect of class placement. However, placement also has a direct effect on economic independence for some subcategories of students. Belonging to a regular class instead of a special class seems to be advantageous for people with rather low functional abilities and for those who do not succeed in attaining competence or obtaining a driving license."
Myklebust, J. O. & Båtevik F.O. (2009). Earning a living for former students with special educational needs. Does class placement matter? European Journal of Special Needs Education Vol. 24, No. 2, May 2009, 203–212.