[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-582816-105":59,"doc-detail-582816-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","plain-language-summary-2022-one-size-does-not-fit-all","Plain Language Summary 2022 - One size does not fit all","","Plain language summary of 2022 reviewing the effects of placing children with special educational needs in inclusive (mainstream) K-12 settings versus segregated placements. The review examines academic achievement outcomes (language, literacy, math) and psychosocial adjustment, drawing on evidence from 15 nonrandomised studies across three meta-analyses. Results show inconsistent effects overall: inclusion generally neither improves nor worsens learning and psychosocial adjustment, with small, mostly non-significant findings. The summary emphasizes individualized assessment rather than one-size-fits-all placement.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/plain-language-summary-2022-one-size-does-not-fit-all/582816/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/plain-language-summary-2022-one-size-does-not-fit-all/582816.png","ImageObject",300,407,{"name":92,"@type":93},"Rhys","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main aim of the review?","Question",{"text":112,"@type":113},"To explore effects of placing children with special needs in inclusive educational settings versus segregated settings on academic achievement and psychosocial adjustment. It also examines whether child or setting characteristics moderate outcomes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What do the meta-analysis results show about inclusion?",{"text":117,"@type":113},"Effects are inconsistent and do not suggest consistent positive or negative impacts. Average effects favor inclusion slightly but are small and none are statistically significant.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the summary recommend individualized assessment?",{"text":121,"@type":113},"Because outcomes vary for different children, and the review indicates inclusion is not uniformly beneficial. It concludes that placement should be assessed based on the specific child’s educational and psychosocial needs rather than a one-size-fits-all approach.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},582816,1793031911,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":14,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":24,"preview_page_count":4},687207024643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Plain Language Summary 2022  \nEducation  \nOne size does not fit all – inconsistent effects of inclusion on learning and psychosocial adjustment of children with special needs  \nFindings point to the need for an individual assessment of the specific child’s educational and psychosocial needs.  \nWhat is the aim of this review?  \nThis review aims to explore the effects of placing children with special needs in inclusive educational settings, compared with segregated placement on measures of academic achievement and psychosocial adjustment. A secondary aim is to explore how different child or setting characteristics (gender, age, type and severity of special need, part-or full-time inclusive education, and co-teaching) might moderate outcomes.  \nThe effects of placing children with special needs in grades K-12 into inclusive educational settings are inconsistent. Findings from this review suggest that, in general, inclusion neither increases nor decreases learning and psychosocial adjustment of children with special needs in the OECD countries.  \nWhat is this review about?  \nThis review and meta-analysis summarises evidence from studies exploring the effects of inclusion on children with special needs in regular educational settings, compared with segregated educational settings.  \nThe review summarises evidence from 15 nonrandomised studies in three meta-analyses on language and literacy outcomes, math outcomesand overall psychosocial adjustment of children.  \nWhat studies are included?  \nThis review includes studies that evaluate the effects of placing children with special educational needs in mainstream educational settings (inclusion). A total of 94 studies were identified. However, only 15 of these were assessed to be of sufficient methodological quality to be included in the meta-analyses and only between six and eight studies could be synthesized in each of the meta-analyses.  \nFour studies were from the USA, three from the UK, two from the Netherlands, and one each from Switzerland, Finland, Germany, the Czech Republic, Belgium and Denmark.  \nThe studies included children with multiple types of disabilities such as learning disorders/ intellectual disabilities, autism spectrum disorders, ADHD, physical handicaps, visual impairments, and Down syndrome.  \nThe studies all had important methodological weaknesses. None of the included studies used experimental designs with random assignment.  \nWhat are the main findings of this review?  \nResults of the meta-analyses do not suggest any consistent positive or negative effects of inclusion on children’s academic achievement as measured by language, literacy and math outcomes, or on the overall psychosocial adjustment of children. The studies in the analysis demonstrated a wide range of both large positive and large negative effect sizes; and although the average effect sizes did favour inclusion, they were small and none were statistically significant.  \nHow has this intervention worked?  \nSupporters of mainstreaming or inclusion claim that segregated educational placement causes stigmatisation and social isolation, which may have detrimental effects on the self-concept, social identity, and self-confidence of students with special educational needs.  \nOn the other hand, opponents suggest that placement in general education classrooms may have adverse effects for children with special needs, especially if the time and resources allocated for individualisation and differentiation are not aligned with student needs.  \nIn line with these opposing positions, the findings from this review suggest that while some children with special needs may benefit from inclusive educational placement, other children may benefit from traditional special education in a segregated setting. Unfortunately, it was  \nnot possible to explore the effects of different  \nkinds of inclusive education for different kinds of children with special needs.  \nWhat do the findings of the review mean?  \nThe overall e","cbCaitexRUuXDGaY","https://ap.wps.com/l/cbCaitexRUuXDGaY","pdf",824006,"English","# Education\n## Aim of this review\n## What this review is about\n## Main findings\n## How this intervention worked\n## What the findings mean\n## How up-to-date is this review?\n## What is the Campbell Collaboration?","[{\"question\":\"What is the main aim of the review?\",\"answer\":\"To explore effects of placing children with special needs in inclusive educational settings versus segregated settings on academic achievement and psychosocial adjustment. It also examines whether child or setting characteristics moderate outcomes.\"},{\"question\":\"What do the meta-analysis results show about inclusion?\",\"answer\":\"Effects are inconsistent and do not suggest consistent positive or negative impacts. Average effects favor inclusion slightly but are small and none are statistically significant.\"},{\"question\":\"Why does the summary recommend individualized assessment?\",\"answer\":\"Because outcomes vary for different children, and the review indicates inclusion is not uniformly beneficial. It concludes that placement should be assessed based on the specific child’s educational and psychosocial needs rather than a one-size-fits-all approach.\"}]","Plain Language Summary 2022 - One size does not fit all | PDF",1792044571]