z-logo
Premium
SCHOOL INCLUSION: A MULTIDIMENSIONAL FRAMEWORK AND LINKS WITH OUTCOMES AMONG URBAN YOUTH WITH DISABILITIES
Author(s) -
McMahon Susan D.,
Keys Christopher B.,
Berardi Luciano,
Crouch Ronald,
Coker Crystal
Publication year - 2016
Publication title -
journal of community psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.585
H-Index - 86
eISSN - 1520-6629
pISSN - 0090-4392
DOI - 10.1002/jcop.21793
Subject(s) - inclusion (mineral) , academic achievement , psychology , construct (python library) , pedagogy , developmental psychology , mathematics education , social psychology , computer science , programming language
As schools move toward inclusion of students with disabilities, there is need for a common framework for school inclusion, as well as assessment of inclusion in relation to student educational experiences. We propose an ecological framework that suggests school inclusion is best examined as a multidimensional construct with subtypes of inclusive best practices (organizational, academic, assessment and planning, and social). This study examines the extent to which schools ( N = 11) are practicing each type of inclusion and the links between teacher‐reported inclusion practices and student‐ and school‐reported academic and social outcomes among African American and Latina/o youth with disabilities ( N = 76). Results show that organizational inclusion and assessment and planning were associated with greater school belonging and school satisfaction; academic inclusion was associated with higher academic achievement, school belonging, and school satisfaction; and social inclusion was associated with higher academic achievement and school belonging. Implications for research, theory, and school practices are discussed.

This content is not available in your region!

Continue researching here.

Having issues? You can contact us here