SCHOOL INCLUSION: A MULTIDIMENSIONAL FRAMEWORK AND LINKS WITH OUTCOMES AMONG URBAN YOUTH WITH DISABILITIES

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• 作者：Susan D. McMahon ; Christopher B. Keys ; Luciano Berardi ; Ronald Crouch and Crystal Coker
• 刊名：Journal of Community Psychology
• 出版年：2016
• 出版时间：July 2016
• 年：2016
• 卷：44
• 期：5
• 页码：656-673
• 全文大小：124K
• ISSN：1520-6629

文摘

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.