Inclusion of Children with Intellectual Disabilities in General Education Classrooms – An Empirical Study Concerning their Academic Achievement and Adaptive Behaviour, the Impact on their Peers and Teachers’ Attitudes

dc.creator	Valérie Benoit
dc.creator	Rachel Sermier Dessemontet
dc.creator	Gérard Bless
dc.date	2011-12-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:14:59Z
dc.date.available	2015-07-20T22:14:59Z
dc.identifier	1869-4845
dc.identifier	1869-4934
dc.identifier	https://doaj.org/article/ce233ef379a0471d9f8bac871369a06b
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/17271
dc.description	After an overview of past researches on the inclusion of children with intellectual disabilities in general education classrooms, this article presents the results of an empirical research project on that topic. Those results show that included children with intellectual disabilities made slightly more progress in literacy than children attending special schools. No differences were found as regards the progress made by the two groups in mathematics, global adaptive behaviour and all domains of adaptive skills, with the exception of self-care skills displayed at home. Furthermore, the inclusion of children with intellectual disabilities in general education had no negative effect on the progress of their peers without disabilities in mathematics and literacy. Finally, the attitudes of teachers towards inclusion were influenced by self-efficacy beliefs, experience in including children with special needs, contacts with persons with disabilities outside of school, years of professional experience and nature of the disability.
dc.language	German
dc.publisher	Pabst Science Publishers
dc.relation	http://www.psychologie-aktuell.com/fileadmin/download/esp/4-2011_20120104/sermier.pdf
dc.relation	https://doaj.org/toc/1869-4845
dc.relation	https://doaj.org/toc/1869-4934
dc.source	Empirische Sonderpädagogik, Vol 3, Iss 4, Pp 291-307 (2011)
dc.subject	inclusive education
dc.subject	intellectual disabilities
dc.subject	academic achievement
dc.subject	adaptive behaviour
dc.subject	teachers’ attitudes
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Inclusion of Children with Intellectual Disabilities in General Education Classrooms – An Empirical Study Concerning their Academic Achievement and Adaptive Behaviour, the Impact on their Peers and Teachers’ Attitudes
dc.type	article