A meta-analysis of the effects of placement on academic and social skill outcome measures of students with disabilities

Research in Developmental Disabilities

Volumn 47, Issue , 2015, Pages 80-92

  Oh Young, Conrad ^a   Filler, John ^a  

^a UNIVERSITY OF NEVADA   (United States)

Author keywords

Achievement; Inclusion; Integration; Least restrictive environment; Meta analysis; Outcomes; Placement; Social interaction; Social skills

Indexed keywords

ACADEMIC ACHIEVEMENT; ARTICLE; AUTISM; BEHAVIOR DISORDER; DEVELOPMENTAL DISORDER; DEVELOPMENTALLY DELAY; DISABILITY; DISABLED STUDENT; EFFECT SIZE; EMOTIONAL DISORDER; HEALTH CARE POLICY; HEALTH CARE PRACTICE; HEALTH STATUS INDICATOR; HEARING IMPAIRMENT; HUMAN; INTELLIGENCE QUOTIENT; INTERRATER RELIABILITY; LEARNING DISORDER; META ANALYSIS; MILD DISABILITY; MULTIPLE DISABILITY; OUTCOME ASSESSMENT; PEER REVIEW; POST HOC ANALYSIS; QUASI EXPERIMENTAL STUDY; SOCIAL ADAPTATION; SOCIAL INTERACTION; VISUAL IMPAIRMENT; ACHIEVEMENT; ADOLESCENT; CHILD; CURRICULUM; EDUCATION; EDUCATIONAL STATUS; HANDICAPPED CHILD; STATISTICS AND NUMERICAL DATA; STUDENT;

ACHIEVEMENT; ADOLESCENT; CHILD; DISABLED CHILDREN; EDUCATION, SPECIAL; EDUCATIONAL STATUS; HUMANS; MAINSTREAMING (EDUCATION); SOCIAL SKILLS; STUDENTS;

EID: 84940741374     PISSN: 08914222     EISSN: 18733379     Source Type: Journal    
DOI: 10.1016/j.ridd.2015.08.014     Document Type: Article

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