Examining the Impact of Self-Contained Special Education Classes on Students’ Academic Achievement, Social Belonging, and Engagement in School: A Systematic Literature Review

Barron, K., Collis, R., Richmond, A., Marshall, N., Gordon, A., Brown, R. S., & Parekh, G. (2024). Examining the Impact of Self-Contained Special Education Classes on Students’ Academic Achievement, Social Belonging, and Engagement in School: A Systematic Literature Review. Canadian Journal of Disability Studies, 13(3), 41–72. Retrieved from https://cjds.uwaterloo.ca/index.php/cjds/article/view/1161