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Social Policy and the Empirical Support for Full Inclusion of Children with Disabilities in the Preschool and Early Elementary Grades

  • Siegel B
Social Policy Report (1996) 10(2-3) 1-34
DOI: 10.1002/j.2379-3988.1996.tb00036.x
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Abstract

Meta analysis of research on academic and social outcomes for children with moderate to severe cognitive disabilities in inclusion. Discusses methodological problems and suggests improvements for research

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APA

Siegel, B. (1996). Social Policy and the Empirical Support for Full Inclusion of Children with Disabilities in the Preschool and Early Elementary Grades. Social Policy Report, 10(2–3), 1–34. https://doi.org/10.1002/j.2379-3988.1996.tb00036.x

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