Examining the Impact of Placement on Students' Academic Achievement, Social Belonging, and Engagement: A Systematic Literature Review

• In Event: Cultivating Equitable Education Rooted in Inclusive Practice

Abstract

This systematic literature review, using a modified Cochrane approach, examines the impacts of self-contained special education classes and inclusive classes on students’ academic outcomes, experiences of belonging, and engagement. Of the ten studies collected through this review, eight showed that inclusive placements had more favorable impacts on students’ academic achievement, experiences of belonging, and engagement in school. In terms of academic achievement, the results consistently favored inclusive placements. In terms of students’ experiences of belonging and engagement, the results were more nuanced igniting a discussion surrounding what might still be missing from current approaches to inclusive education. The findings are reviewed using a social model approach to disability (Baglieri, 2017) grounded in Critical Disability theory.

Authors

• Katherine E. Barron, York University
  Presenting Author

• Ryan Collis, York University
  Presenting Author

• Aaron Richmond, York University
  Presenting Author