Fully inclusive classrooms scored higher than less inclusive classrooms on observed peer membership and classroom climate¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1–r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Mean membership scores were 4.7 in fully inclusive classes versus 1.9 in less inclusive classes, a statistically significant difference, t(90) = 2.66, p < .01; no effect size is printed. → Strain 2017 q2 i? Mean classroom climate ratings were 4.3 in fully inclusive settings versus 3.1 in autism classes, a statistically significant difference, t(90) = 2.01, p < .05; no effect size is printed. → Strain 2017 (2)

Evidence¶

Strain 2017¶

Phillip S. Strain. (2017). Four-Year Follow-Up of Children in the LEAP Randomized Trial: Some Planned and Accidental Findings. Topics in Early Childhood Special Education, 37(2), 121–126. https://doi.org/10.1177/0271121417711531

q2 · i? · associational · r1

Classroom quality observations by observers trained to 80%+ agreement with a gold standard found fully inclusive classes averaged a membership score of 4.7 versus 1.9 in less inclusive classes, "significant (t[90] = 2.66, p < .01)". The author notes inclusive academic performance occurred largely without isolated instruction.

"In fully inclusive classes, the mean “membership” score was 4.7, with a range of 3 to 5. By contrast, the mean “membership” score in less than fully inclusive classes was 1.9 with a range of 1 to 4. Using a two-tailed t test, these mean differences are significant (t[90] = 2.66, p < .01)."

Strain 2017 (2)¶

Phillip S. Strain. (2017). Four-Year Follow-Up of Children in the LEAP Randomized Trial: Some Planned and Accidental Findings. Topics in Early Childhood Special Education, 37(2), 121–126. https://doi.org/10.1177/0271121417711531

q2 · i? · associational · r2

The same observational quality measure's 5-point climate rating showed fully inclusive settings averaging 4.3 versus 3.1 for autism classes, "t(90) = 2.01, p < .05". The author notes this contrasts with the expectation that children with autism need more structured, intensive segregated settings.

"Their mean classroom climate rating was 4.3 with a range of 3 to 5. For “autism” classes, the mean was 3.1 and the range 2 to 4, t(90) = 2.01, p < .05."

Discussion¶

Related Claims¶

• Teachers promoted inclusive classroom environments by organizing time and space and fostering peer inclusion — related
• Inviting students to share everyday experiences contributed to a safe, inclusive classroom climate in which students willingly shared personal experiences in life skills conversations. — related
• Data collectors reported that segregated settings differed from inclusive settings in curriculum challenge, paraeducator support style, and academic feedback/expectations — related