Education programs should be responsive to the needs of individual children in order to best support learning and overall development. (educationandcareernews.com)
Most studies, however, have focused on general program quality, not the quality of inclusion for individual children with disabilities and their families. (brookespublishing.com)
There is a ceiling effect, not on individual children, but on the group as a whole because children who improve ultimately disappear from the category. (educationnext.org)