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High school students with disabilities achieve better outcomes in inclusive academic settings

High school students with disabilities achieve better outcomes in inclusive academic settings

High school students with disabilities achieve better outcomes in inclusive academic settings Inclusive academic settings are those where all students, including those with disabilities, are educated together in the same classrooms. Although inclusive academic settings can take many different forms, they all share the fundamental goal of providing all students with an equal opportunity to learn.

There is a growing body of research evidence that supports the educational benefits of inclusive academic settings for high school students with disabilities. Studies have shown that students with disabilities who are educated in inclusive settings have better academic outcomes than those who are educated in segregated settings. Inclusive academic settings have also been shown to improve social outcomes for students with disabilities, including increased levels of social interaction and improved self-esteem.

The educational benefits of inclusive academic settings are especially pronounced for students with disabilities who are educated in inclusive settings from an early age. These students are more likely to develop positive attitudes towards inclusion and to have higher levels of academic achievement. Inclusive academic settings also provide disabled students with greater opportunities to develop social and communication skills.

Some experts have raised concerns that inclusive academic settings may not be appropriate for all students with disabilities. However, the vast majority of research evidence supports the educational benefits of inclusive academic settings for high school students with disabilities. Inclusive academic settings provide disabled students with the opportunity to learn alongside their non-disabled peers, which can lead to improved academic outcomes and increased social interaction.

High school students with disabilities achieve better outcomes in inclusive academic settings

High school students with disabilities achieve better academic outcomes in inclusive settings, according to a new study.

The study, conducted by researchers at the University of Missouri, found that students with disabilities who were placed in inclusive academic settings had better grades, were more likely to graduate, and had fewer behavioral issues than their peers in self-contained classrooms.

“This study provides strong evidence that inclusive academic settings are beneficial for high school students with disabilities,” said lead author Dr. Kristin Anderson-Bergman. “These findings are especially important as we work to improve outcomes for all students.”

The study examined data from more than 1,600 high school students with disabilities in Missouri. The students were placed in one of three instructional settings: inclusive academic, self-contained academic, or self-contained behavior.

Researchers found that students in inclusive academic settings had better grades, were more likely to graduate, and had fewer behavioral issues than their peers in self-contained classrooms. In addition, students in inclusive academic settings were more likely to participate in extracurricular activities and to have positive relationships with their peers and teachers.

“This study provides strong evidence that inclusive academic settings are beneficial for high school students with disabilities,” said lead author Dr. Kristin Anderson-Bergman. “These findings are especially important as we work to improve outcomes for all students.”

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