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- W2184711168 abstract "Students who receive special educational services are more frequently placed full-time in general education classrooms. It is important that educators evaluate the effects of inclusion practices on the emotional growth and academic achievement of all students. This review intends to discuss research that has sought to evaluate the effects of inclusive classroom practices on students and to extrapolate viable classroom practices to maximize social and academic success of inclusion. The findings suggest that the inclusion of students with learning challenges in the general education classroom has a positive impact on academic achievement and social interaction of all students, but poses a threat to the development of self-concept, self-esteem and self-worth in students with learning challenges. The research implies that intentional cooperative-learning experiences can be beneficial to both social and academic development. This literature review finds that further research is necessary that examines social relationships beyond friendship nominations and also further research into curriculum differentiation." @default.
- W2184711168 created "2016-06-24" @default.
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- W2184711168 date "2013-01-01" @default.
- W2184711168 modified "2023-09-27" @default.
- W2184711168 title "THE EFFECTS OF INCLUSION PRACTICES ON THE EMOTIONAL GROWTH AND ACADEMIC ACHIEVEMENT OF ELEMENTARY STUDENTS" @default.
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