The impact of including children with intellectual disability in general education classrooms on the academic achievement of their low-, average-, and high-achieving peers.
BACKGROUND
This study aimed at assessing the impact of including children with intellectual disability (ID) in general education classrooms with support on the academic achievement of their low-, average-, and high-achieving peers without disability.


METHODS
A quasi-experimental study was conducted with an experimental group of 202 pupils from classrooms with an included child with mild or moderate ID, and a control group of 202 pupils from classrooms with no included children with special educational needs (matched pairs sample). The progress of these 2 groups in their academic achievement was compared over a period of 1 school year.


RESULTS
No significant difference was found in the progress of the low-, average-, or high-achieving pupils from classrooms with or without inclusion.


CONCLUSIONS
The results suggest that including children with ID in primary general education classrooms with support does not have a negative impact on the progress of pupils without disability.
Department of Special Education, University of Fribourg, Switzerland. rachel.sermier@hepl.ch
Rachel
R
Sermier Dessemontet
Gérard
G
Bless
D000124:Achievement; D002648:Child; D004519:Education, Special / Q000379:methods; D004521:Educational Measurement; D005260:Female; D006801:Humans; D008607:Intellectual Disability / Q000523:psychology* / Q000534:rehabilitation*; D008282:Mainstreaming, Education / Q000379:methods*; D008297:Male; D010379:Peer Group; D012959:Socioeconomic Factors; D013557:Switzerland