Whole-class inclusive strategies were recommended and common, but some differentiation and extra-support practices created unhelpful divisions¶

Claim · All claims
Evidence · 1 study (2 entries) · review r3 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The evidence base recommends implementing strategies with a whole-class approach targeting the needs of all children without distinguishing children with and without DD. → Genovesi Elisa 2024 q2 i? Some differentiation and extra-attention strategies fostered discrimination of learners with DD when applied segregating them rather than addressing each learner's needs. → Genovesi Elisa 2024 (2)

Evidence¶

Genovesi Elisa 2024¶

Genovesi Elisa, Gaches Akhina, McKenzie Judith, Hanlon Charlotte, Hoekstra Rosa A. (2024). Inclusive Strategies for Children With Developmental Disabilities in Mainstream Classrooms in African Countries: A Systematic Review of Stakeholder Experiences, Attitudes, and Perspectives. Review of Educational Research. https://doi.org/10.3102/00346543241288247

q2 · i? · review · r3

Thematic synthesis of qualitative study reports. Strategies such as teaching social skills were applied to everyone, and adaptations were applied to each learner differently without clear distinctions between children with and without disabilities, framed as valuable in collectivistic African cultures.

"the evidence base for inclusive education recommends that strategies are implemented with a whole-class approach (e.g. Norwich & Lewis, 2013), to support effective inclusion by targeting the needs of all children"

Genovesi Elisa 2024 (2)¶

Genovesi Elisa, Gaches Akhina, McKenzie Judith, Hanlon Charlotte, Hoekstra Rosa A. (2024). Inclusive Strategies for Children With Developmental Disabilities in Mainstream Classrooms in African Countries: A Systematic Review of Stakeholder Experiences, Attitudes, and Perspectives. Review of Educational Research. https://doi.org/10.3102/00346543241288247

q2 · i? · review · r3

Thematic synthesis across studies in Zimbabwe, South Africa, Uganda, and Botswana. Examples include extra schoolwork assigned to children with ADHD to keep them busy, described as "highly questionable", remedial classes misused for strategies that should benefit all, and fixed ability groups that learners experienced as stigmatizing.

"highlighted how some of the strategies used for task/curriculum differentiation and to give extra attention to children with learning and behavioral difficulties could foster discrimination of the same learners, when they were applied segregating children with DD, rather than addressing each learner’s needs."

Discussion¶

Related Claims¶

• Teachers promoted inclusive classroom environments by organizing time and space and fostering peer inclusion — related
• Teachers in African mainstream classrooms responded to diverse learner needs through curriculum and task adaptations and individualized instruction — related
• Teachers provided targeted extra support, immediate feedback, and reinforcers to learners with DD — related