Gandhi
...development in special and regular education. Educational Review, 53, 125-135. March 14, 2007
Longitudinal data on the differences of children's cognitive and psychosocial development in a variety of special and mainstream schools are reported in this article. The study focuses on comparing the development of children in mainstream and special education classrooms. Originally segregation of children with special needs was stemmed from the ideas that the children's cognitive needs would be better met in small classrooms with teachers specially trained. It was believed special education classes would help a child's psychosocial development and increase their self- confidence. As the number of students in special education began to increase the idea of segregation became a concern. The argument was that children with relatively minor educational problems should be taught in the mainstream setting. Based on reviews of analyses special needs students who are educated in regular classrooms do better academically and socially than the student solely in special education classrooms. The report indicates positive effects on academic, behavioral, and social outcomes of students with disabilities when integrated in a classroom. However, a small percent of special needs students have more success in a special education class, and for those students special education may be a better solution. One could conclude that children in special education would not be negatively affected after inclusion in a regular educational classroom, but instead would probably make more progress academically. Studies of regular and special education demonstrate that children who are in special education classrooms perform at a lower level of cognitive task and function less psychosocially.
Udvari- Solner, A (1996). Theoretical indulences on the establishment of inclusive practices....
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