THE INFLUENCE OF STUDENTS WITH SPECIAL NEEDS INCLUDED IN GRADE-3 CLASSROOMS - ON THE LARGE-SCALE ACHIEVEMENT SCORES OF STUDENTS WITHOUT SPECIAL NEEDS

Oct 15, 2026

研究聚焦1997-1998年安大略省三年级课堂中，特殊需要学生（被认定为exceptional或接受特殊教育服务）人数与阅读、写作与数学省级测评成绩之间的关系，重点分析与非特殊需要同伴的比较结果。控制班级规模及社会经济地位差异后，特殊需要学生人数与班级平均成就分数的相关系数呈轻微但显著的正相关（0.05至0.07），表明特殊需要学生的在场不对其他学生的学业表现造成不利影响，并通过回顾既有研究讨论该领域的争议与证据限制。

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages19

Reading Time48 min

AccessFree to download

Abstract and Study Purpose

Definitions and Scope of “Special Needs”

Review of Research

Findings on Academic and Social Outcomes

Comparisons in Inclusive vs. Non-inclusive Classrooms

Effects on Reading and Mathematics Achievement

THE INFLUENCE OF STUDENTS WITH SPECIAL NEEDS INCLUDED IN GRADE‐3 CLASSROOMSON THE LARGE‐SCALE ACHIEVEMENT SCORES OF STUDENTS WITHOUT SPECIAL NEEDS Henk Demeris, Ruth A. Childs, & Anne Jordan Ontario Institute for Studies in Education, University of Toronto This study investigates the relationship between the number of students with special needs (designated as exceptional or receiving special education services) in grade‐3 classrooms in 1997‐1998 and their achievement scores in reading, writing, and mathematics on Ontarioʹs provincial assessment with their peers without special needs. When the variance due to differences in class size and socio‐economic status was removed, the correlations between the number of students with special needs and the average class achievement scores were slightly, but significantly, positive (.05 to .07), suggesting that the presence of students with special needs does not adversely affect achievement of other students. Key words: special education, disabilities, elementary education, inclusive schools Cette étude porte sur la relation entre le nombre d’élèves ayant des besoins particuliers (désignés comme des élèves en difficulté) dans des classes de 3e année en 1997‐1998 et leurs résultats scolaires en lecture, en écriture et en mathématiques dans les examens provinciaux de l’Ontario si on les compare à leurs camarades de classen’ayant pas de difficultés particulières. Lorsque la variance due à la taille de la classeet au statut socio‐économique est supprimée, les corrélations entre le nombre d’élèvesayant des besoins spéciaux et chaque score de rendement moyen des classes étaientlégèrement mais significativement positive (0,05 à 0,07), ce qui donne à penser que laprésence d’élèves ayant des besoins spéciaux n’affecte pas la performance des autres élèves. Mots clés : éducation de l’enfance en difficulté, déficiences, études primaires, écoles inclusives _________________________ CANADIAN JOURNAL OF EDUCATION 30, 3 (2007): 609‐627 A persistent issue in the debate about the inclusion of students with special needs in general education classrooms concerns whether the presence of students with special needs has a negative effect on the academic growth of students without special needs, and on the resources and instructional quality available to students without special needs (Galis & Tanner, 1995; Peck, Carlson, & Helmsetter, 1992; Peltier, 1997; York, 1995) . One assertion that is made is that the presence of students with special needs detracts from the instructional time that teachers provide to students without special needs. Although various studies have examined the influence of the inclusion of students with special needs in general education classrooms, most have been limited in scope by the small number of students or classrooms studied, often in the context of small‐scale experiments in inclusion, or by failure to control for class size and socio‐economic status. The purpose of this study was to extend the previous research, using data collected by Ontarioʹs provincial assessment program for grade‐3 students in 1997‐1998, to investigate the influence of the number of students with special needs per class on the large‐scale achievement scores of students without special needs, while controlling for class size and socio‐economic status. In the literature, the terms students with disabilities or exceptional students are frequently used to designate students who have been deemed to have a disability that affects their learning. When citing such studies, we will preserve the term used in each study. When discussing the data set of the current study, however, we use the term students with special needs to indicate a broader population than is typically the case, consisting of students both formally designated as exceptional and those receiving special education programs and services through an Individual Educational Plan (IEP) . REVIEW OF RESEARCH Kalambouka, Farrell, Dyson,

FAQs

该研究探讨的核心关系是什么？

研究探讨三年级课堂中特殊需要学生人数与非特殊需要学生在阅读、写作和数学等省级测评成绩之间的关系，并与同伴进行比较。

研究如何控制潜在混杂因素？

研究在移除班级规模差异与社会经济地位差异造成的方差后，评估特殊需要学生人数与班级平均成就分数之间的相关性。

研究结论对“特殊需要学生是否降低他人成绩”的争议有什么回应？

在控制班级规模与社会经济地位后，相关性呈轻微但显著正相关（0.05到0.07），说明特殊需要学生的存在并未对其他学生的学业成就造成负面影响。

Oct 15, 2026

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