Inclusion of students with disabilities has been a topical issue and researchers as well as educators are trying to evaluate benefits and disadvantages (if any) of this approach.
What are the research…
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Who are the subjects? The participants were divided into two sub-samples in accordance with their grades. Overall, 590 students (both males and females) of first, second and third grades (including 237 students with mild disabilities) were involved in the research.
What procedures did the authors use? The participants completed social subscales of the CBSK and the Pictorial Scale depending on the grade to assess social self-perception. They completed rating scales to assess acceptance by classmates. The participants had to nominate up to five of their classmates as their friends. Observations were also used and students were observed during classes.
What are the results of the study? Koster et al. (2010) report the following results: there is no significant difference between social participation among students with different disabilities. It was also found that the size of social participation of students without disabilities was significantly larger than that of students with disabilities.
What are the final conclusions of the study? Koster et al. (2010) conclude that inclusion can be an inefficient approach but further research is required as it is not known whether students have the same social participation in special educational establishments.
Was the article written for the general audience of the journal? In the first place, it is necessary to note that the article can be appropriate for a wide audience. Although there are some terms and significant number of data, educators, researchers as well as parents can benefit from reading the article.
Did the work clearly answer the research questions? The article is relevant and well-grounded. It includes direct answers to the research questions as Koster et al. (2010) report that there is no difference in social participation among different categories of students and that there is significant
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