ABSTRACT

Although inclusion generally affects students with special educational needs positively, it remains unclear whether specific integrative school measures have beneficial or detrimental effects on their academic performance and perceived inclusion. Unlike previous studies, the present paper differentiates between various types of integrative school measures, such as curriculum modifications (i.e. reduced individual learning objectives; RILO) and accommodations (AC). It explores their effects on academic performance and perceived inclusion. Analyses are based on a prospective longitudinal study of 1123 students (baseline at fifth/sixth grade, mean age 12.4 years old, and follow-up at eighth/ninth grade, mean age 15.3). Propensity-score-matching based on potential confounders was used to estimate relative changes in similar students’ academic performance and perceived inclusion, with and without RILO or AC. RILO had significant negative effects on maths and overall academic performance. AC, however, had significant positive effects on academic performance and no negative side effects on perceived inclusion. School teachers and educational professionals should consider the opportunities and risks of different integrative school measures and use RILO in an inclusive, non-stigmatising manner.

摘要

尽管包容性通常会对有特殊教育需求的学生产生积极影响，但目前尚不清楚具体的综合性学校措施是否会对他们的学业成绩和感知包容性产生有利或不利影响。与以前的研究不同，本文区分了各种类型的综合学校措施，例如课程修改（即减少个人学习目标；RILO）和住宿（AC）。它探讨了它们对学业成绩和感知包容性的影响。分析基于对 1123 名学生的前瞻性纵向研究（五年级/六年级基线，平均年龄 12.4 岁，八/九年级随访，平均年龄 15.3 岁）。基于潜在混杂因素的倾向分数匹配用于估计相似学生的学业成绩和感知包容性的相对变化，无论是否有 RILO 或 AC。RILO 对数学和整体学业成绩有显着的负面影响。然而，AC 对学习成绩有显着的积极影响，并且对感知包容性没有负面影响。学校教师和教育专业人员应考虑不同综合学校措施的机会和风险，并以包容、非歧视的方式使用 RILO。