Competing theoretical mechanisms account for inclusion effects: anti-stigmatisation and peer benefits versus risks of misaligned individualisation¶

Theory · All theories
Evidence · 3 claims (2 for, 1 mixed) · 1 study (1 quant-synthesis), q2 · 0 of 1 report an effect size · 3 claims rest on one study

Description¶

The review organises the field around opposing theoretical mechanisms, noting "a rather surprising lack of pedagogical, psychological, or didactic theories regarding the specific ways in which inclusive education may affect students with special needs". Proponents argue segregated placement causes stigmatisation and social isolation harming self-concept, and that general education peers provide academic peer effects and developmental opportunities. Opponents argue adverse effects arise when time and resources for individualisation and differentiation are not aligned with student needs, risking damaged self-concept, social isolation or bullying, stress, and lower self-confidence.

Design Implications¶

Context¶

Requirements¶

• The review defines inclusion operationally as an educational setting with a mixture of children with and without SEN, containing at least one child with an identified SEN

Constraints¶

• The review states it was not possible to explore the effects of different kinds of inclusive education for different kinds of children with special needs

Target Learners¶

• children with special educational needs in grades K-12 in OECD countries

Target Learning Objectives¶

• academic achievement
• socioemotional adjustment
• wellbeing

Claims¶

• Inclusion General No Increase Or Decrease Learning Psychosocial [+M]
• Inclusion Effects Heterogeneous Moderator Analyses Inconclusive [+M]
• The evidence base on inclusion effects is methodologically weak: no randomised studies and nearly all synthesised studies at serious risk of bias [~W]

Related Theories¶

Examples¶

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Key Sources¶

• 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