The impact of including children with intellectual disability in general education classrooms on the academic achievement of their low-, average-, and high-achieving peers

Abstract

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.

Method 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.

Keywords:

• developmental disability
• inclusive education
• mainstreaming
• achievement

Conflict of interest: None.

Funding for this study was supported by a Swiss National Science Foundation research grant: SNF 100014-116009. The funding body has imposed no restriction on free access to or publication of the research data.