Open AccessInclusive Education of Students With General Learning Difficulties: A Meta-Analysis
Author(s) -
Sonja Krämer,
Jens Möller,
Friederike Zimmermann
Publication year - 2021
Publication title -
review of educational research
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 5.969
H-Index - 153
eISSN - 1935-1046
pISSN - 0034-6543
DOI - 10.3102/0034654321998072
Subject(s) - psychology , meta analysis , psychosocial , developmental psychology , cognition , academic achievement , mathematics education , psychotherapist , medicine , neuroscience
This article presents a meta-analysis on cognitive (e.g., academic performance) and psychosocial outcomes (e.g., self-concept, well-being) among students with general learning difficulties and their peers without learning difficulties in inclusive versus segregated educational settings. In total, we meta-analyzed k = 40 studies with 428 effect sizes and a total sample of N = 11,987 students. We found a significant small to medium positive effect for cognitive outcomes of students with general learning difficulties in inclusive versus segregated settings ( d = 0.35) and no effect on psychosocial outcomes ( d = 0.00). Students without general learning difficulties did not differ cognitively ( d = −0.14) or psychosocially ( d = 0.06) from their counterparts in segregated settings. We examined several moderators (e.g., design, diagnosis, type of outcome). We discuss possible selection effects as well as implications for future research and practice.