不同地区有广泛支持需求的学生的学业和社会成绩比较

IF 3.7 3区 教育学 Q1 EDUCATION, SPECIAL
M. Mansouri, Jennifer A. Kurth, Elissa Lockman Turner, Kathleen N. Zimmerman, T. Frick
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引用次数: 5

摘要

这篇系统的文献综述扩展了Freeman和Alkin的文献综述,考察了在普通教育环境中教授的有广泛支持需求(ESN)的学生与在隔离环境中教学的学生的社会和学术成果。六项比较设计研究分析了教育环境、参与者特征以及与社会或学术成就相关的结果的背景因素。研究结果表明,与同龄同龄人一起进入普通教育课堂与ESN学生取得更大的学术和社会成果有关。仍然需要改进参与者支持需求和人口统计信息(如社会经济地位、非二元性别、种族和民族)的报告,并需要改进跨环境潜在中介因素(如背景因素和人员)的报告。对未来的研究提供了详细的启示,特别是在为ESN学生提供高质量教学方面。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Comparison of Academic and Social Outcomes of Students with Extensive Support Needs Across Placements
Extending Freeman and Alkin’s review of the literature, this systematic literature review examines the social and academic outcomes of students with extensive support needs (ESN) taught in general education settings compared with those taught in segregated settings. Six comparison design studies were analyzed for contextual factors of educational environments, participants’ characteristics, and outcomes related to social or academic attainment. Results indicate access to the general education classroom with same-age peers is associated with greater academic and social outcomes for students with ESN. There remains a need for improved reporting of participant support needs and demographic information (e.g., SES, nonbinary genders, and race and ethnicity), and a need for improved reporting of potential mediating factors (e.g., contextual factors and personnel) across settings. Detailed implications for future research are provided, particularly as they relate to providing high-quality instruction for students with ESN.
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来源期刊
CiteScore
4.30
自引率
20.00%
发文量
20
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