Inclusion shows a negligible, non-significant pooled difference for language and literacy learning outcomes¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q2 · i0 negligible
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i0 The random effects weighted standardised mean difference for language and literacy outcomes was 0.04 with a confidence interval crossing zero. → Dalgaard 2022

Evidence¶

Dalgaard 2022¶

Dalgaard, N. T., Bondebjerg, A., Viinholt, B. C. A., & Filges, T. (2022). The effects of inclusion on academic achievement, socioemotional development and wellbeing of children with special educational needs. Campbell Systematic Reviews, 18, e1291. https://doi.org/10.1002/cl2.1291

q2 · i0 · quant-synthesis · r2

Separate random effects meta-analysis of language and literacy learning outcomes from non-randomised comparative studies; the pooled effect size was SMD = 0.04, printed as "0.04 (95% CI: −0.27 to 0.35)", negligible and not statistically significant.

"0.04 (95% CI: −0.27 to 0.35) for language and literacy learning outcomes"

Discussion¶

Related Claims¶

• Inclusion in general is very unlikely to increase or decrease learning and psychosocial adjustment of children with special needs — the general claim this finding bears on, with the studies behind it
• Inclusion shows a negligible, non-significant pooled difference for math learning outcomes — related
• Inclusion shows a small, non-significant pooled advantage over segregated placement for overall psychosocial adjustment of children with SEN — related