Student engagement in inclusive classrooms

Using large scale survey data, I document substantial differences in
behavioural engagement (defined as involvement in academic and
social activities, cooperative participation in learning, and motivation
and effort) and emotional engagement levels (defined as a sense of
belonging and well-being at school) between students with and without
special needs in regular classes and show that the impact of
engagement, in particular motivation and effort and participation in
learning activities, on academic achievement is equally important for
SEN and non-SEN students. The results highlight the importance of
inclusion initiatives aimed at improving the engagement of SEN
students included in regular classrooms.