The Factors Affecting the Adaption of Junior High School Students with Severe Disabilities to Inclusive or Segregated Educational Settings

Li Ju Chen

Abstract


This research explored the factors affecting the adaptation of junior high school students with severe disabilities (SD) to inclusive or segregated school environments. The study was based on survey data gathered from 868 junior high school students in Taiwan who had been diagnosed with SD. The research found that: (1) Language, cognitive, and visual abilities are key factors for succeeding in an inclusive education setting; (2) Language skills are correlated with successful adaptation for students with SD; (3) Children with certain types of disabilities are diagnosed later than children with other disabilities and therefore receive intervention later;  (4) The relationships among intervention timing, language skills, and school adaptation for children with SD vary by disability types. Based on these findings, implications for improving interventions for children with SD are proposed.


Keywords


early intervention, inclusive school, intervention timing, language skills, students with severe disabilities

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References


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