Inclusive Education of Students With General Learning Difficulties: A Meta-Analysis

Author:

Krämer Sonja1ORCID,Möller Jens1,Zimmermann Friederike1ORCID

Affiliation:

1. Institute for Psychology of Learning and Instruction, Kiel University

Abstract

This article presents a meta-analysis on cognitive (e.g., academic performance) and psychosocial outcomes (e.g., self-concept, well-being) among students with general learning difficulties and their peers without learning difficulties in inclusive versus segregated educational settings. In total, we meta-analyzed k = 40 studies with 428 effect sizes and a total sample of N = 11,987 students. We found a significant small to medium positive effect for cognitive outcomes of students with general learning difficulties in inclusive versus segregated settings ( d = 0.35) and no effect on psychosocial outcomes ( d = 0.00). Students without general learning difficulties did not differ cognitively ( d = −0.14) or psychosocially ( d = 0.06) from their counterparts in segregated settings. We examined several moderators (e.g., design, diagnosis, type of outcome). We discuss possible selection effects as well as implications for future research and practice.

Funder

bundesministerium für bildung und forschung

Publisher

American Educational Research Association (AERA)

Subject

Education

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