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Cited by 220Behavioral and Psychological StudiesCollaborative Teaching and InclusionInclusion and Disability in Education and Sport

The DOI matches its Crossref record; 24 of the 24 references it cites were found in a registry or an index.

Development and Social Competence after Two Years for Students Enrolled in Inclusive and Self-Contained Educational Programs

Fisher, Mary, Meyer, Luanna H.·2002·Research and Practice for Persons with Severe Disabilities
DOI 10.2511/rpsd.27.3.165
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Abstract

Inclusive programs increasingly have become available for students with severe disabilities, enabling them to receive special education services and supports in general education classes alongside their non-disabled peers. Forty students in two groups were assessed across two years of inclusive versus self-contained educational programming, comparing outcomes on measures of child development and social competence with the Scales of Independent Behavior (SIB) and the Assessment of Social Competence (ASC). Participants were assessed on the SIB and ASC, matched into pairs on chronological age and SIB total scores at first testing, and reassessed after two additional years of either inclusive or self-contained schooling. The inclusive student group made statistically significant gains on the developmental measure and realized higher social competence scores in comparison to the self-contained group at follow-up. Examination of gains on these measures irrespective of group affiliation indicated that participants made small, but significant, gains in two of four skill clusters assessed by the SIB and three of eleven dimensions of the ASC. These results challenge a common assumption that selfcontained settings in comparison to inclusive settings will result in superior gains on students' IEP-related skill domains. They also support previous research showing social competence gains as a function of inclusion. Results are discussed in terms of expected change over time for students wi…

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Crossref · 10.2511/rpsd.27.3.165

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Citations

Cites

Research works printed but not linked: 9

  1. Bruininks R. H., 1985, Development and standardization of the Scales of Independent Behavior
  2. Bruininks R. H., 1984, Scales of Independent Behavior
  3. Fisher D., 2001, The foundations of inclusive education: A compendium of articles on effective strategies to achieve inclusive education (originally published in JASH)
  4. Klingner J. K., 1998, Learning Disabilities Research & Practice, 13, 153
  5. McGregor G., 1998, Inclusive schooling practices: Pedagogical and research foundations: A synthesis of the literature that informs best practice about inclusive schools
  6. Meyer L. H., 1985, Assessment of Social Competence (ASC): A scale of social competence functions (revised)
  7. Sailor W., 1975, The TARC assessment system
  8. Vaughn S., 1996, Learning Disabilities Research & Practice, 11, 96
  9. Waldron N. L., 2000, The Indiana inclusion study, Year 1 final report: The academic progress of students across inclusive and traditional settings

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Metadata

Authors
Fisher, M., & Meyer, L. H.
Affiliations
  • Purdue University West Lafayette (US)
  • Massey University (NZ)
Corresponding author
Fisher, Mary
Venue
Research and Practice for Persons with Severe Disabilities
Publisher
SAGE Publications
Published
2002-09
Volume
27
Issue
3
Pages
165-174
ISSN
  • 0147-4375 (ISSN-L)
  • 1540-7969
  • 2169-2408
DOI
10.2511/rpsd.27.3.165
OpenAlex
W2037312054
Cited by
220
References
24
Citations by year
2026: 4 · 2025: 8 · 2024: 9 · 2023: 14 · 2022: 5 · 2021: 17 · 2020: 15 · 2019: 9 · 2018: 9 · 2017: 12 · 2016: 11 · 2015: 10 · 2014: 11 · 2013: 9 · 2012: 12
FWCI
6.60
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
Research and Practice for Persons with Severe Disabilities (publishedVersion)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
  • Social Sciences › Education › Collaborative Teaching and Inclusion
  • Social Sciences › Education › Inclusion and Disability in Education and Sport
Keywords
inclusive education, self-contained classrooms, students with severe disabilities, social competence, child development, independent behavior, special education, long-term outcomes, peer interaction, individualized education program

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