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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.