Including Children With Special Educational Needs in Mainstream Classrooms: Implications for Pedagogy From a Systematic Review
Journal of Research in Special Educational Needs
Nind, M., & Wearmouth, J. (2006).
Journal of Research in Special Educational Needs, 6(3), 116-124.
This systematic review investigates the effects of variety of teaching approaches for mainstream classroom inclusion on learning and participation outcomes (e.g., attainment levels, progress, attitudes, confidence, skills) in children, 7-14 years old, with special education needs.
Not stated
From 1994 to an unspecified date
Empirical, English-language studies (not further specified)
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Peer group interactive approaches demonstrated positive impacts on academics, social participation, and attitudes towards learning in children with special education needs.(pp. 121-122).
