The effects of inclusion on academic achievement, socioemotional development and wellbeing of children with special educational needs
Primary school (grades 1–6) Lower secondary (grades 7–9) Across ages Special education and inclusion
Links to claims
Supports (1)
| Claim | Basis |
|---|---|
| C31 | Abstract: no consistent academic gain or harm from inclusion. |
Review state: first-pass draft, pending human review.
Source note
Syntes: The effects of inclusion on academic achievement, socioemotional development and
Källa: Dalgaard, N. T.; Bondebjerg, A.; Viinholt, B. C. A.; Filges, T. (2022). The effects of inclusion on academic achievement, socioemotional development and wellbeing of children with special educational needs. https://doi.org/10.1002/cl2.1291
Verified content
- [abstract] No consistent positive or negative effects of inclusion on academic achievement (language, literacy, maths) or overall psychosocial adjustment.
- [abstract] Average effect sizes favoured inclusion but were small and none statistically significant; wide range of positive and negative effects across studies.
- [abstract] Based on non-randomised studies in OECD countries; search to 30 Sep 2021.
Limits
- Read level: abstract. Numbers only from what was read; do not use for a ledger verdict until full text is checked where marked abstract-only or secondary.
Why it is in the library
Far-domain seed source for Phase D (K60).
Added 2026-10-28 by the project (Phase D expansional push). [abstract] = published abstract; [full text] = full text; [assessment] = judgement; [secondary] = secondary summary pending paper check.
Metadata as recorded
- ID
- SEND-001
- Tier
- meta
- Titel
- The effects of inclusion on academic achievement, socioemotional development and wellbeing of children with special educational needs
- Författare
- Dalgaard, N. T.; Bondebjerg, A.; Viinholt, B. C. A.; Filges, T.
- År
- 2022 (Campbell Systematic Reviews)
- Källa/DOI
- https://doi.org/10.1002/cl2.1291
- Typ
- Campbell systematic review and meta-analysis of 15 non-randomised studies on inclusion vs segregation for children with SEN (language/literacy, maths, psychosocial)
- Åldersgrupp
- grundskola-lag;grundskola-hog;overgripande
- Teman
- specialpedagogik-och-inkludering
- Hämtad
- 2026-10-28
- Paywall
- open access (Campbell)
- Verifierad
- Crossref metadata checked 2026-10-28
- Tillagd
- Phase D Far-domain seed 2026-10-28; links pending human review
The original files (PDF or abstract) are kept in the project archive and are not published here.