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- Title
SCHOOL INCLUSION: A MULTIDIMENSIONAL FRAMEWORK AND LINKS WITH OUTCOMES AMONG URBAN YOUTH WITH DISABILITIES.
- Authors
McMahon, Susan D.; Keys, Christopher B.; Berardi, Luciano; Crouch, Ronald; Coker, Crystal
- Abstract
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.
- Subjects
YOUTH travel; LIBRARY orientation for youth; URBAN youth; CITY dwellers; URBAN teenagers
- Publication
Journal of Community Psychology, 2016, Vol 44, Issue 5, p656
- ISSN
0090-4392
- Publication type
Article
- DOI
10.1002/jcop.21793