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dc.contributor.authorDavis, Karen
dc.date.accessioned2022-07-08T18:04:38Z
dc.date.available2022-07-08T18:04:38Z
dc.date.created1995
dc.date.issued1995
dc.identifier.urihttps://dspace.carthage.edu/handle/20.500.13007/12348
dc.description.abstractThis research explored the advantages and disadvantages of inclusion and examined studies that documented the effects that inclusion had on the achievement of students with learning disabilities. A thorough search of research, both published and non-published, yielded two studies that compared the achievement of elementary students with learning disabilities in resource settings to similar students educated in an inclusive classroom. The results of the studies were combined using meta-analysis, and revealed a small (.17) positive correlation between education in inclusive settings and academic success for students with learning disabilities. Conclusions drawn from this research were cautiously interpreted given the small sample size and limitations of meta-analytic research, but indicated the absence of a strong negative academic effect on these students and identified the need for more research to augment the data found in this study.en_US
dc.subjectlearning disabilitiesen_US
dc.subjectinclusionen_US
dc.titleAcademic Effects of Inclusion for Students with Learning Disabilities: A Meta-Analysisen_US
dc.typeThesisen_US


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