Inclusion of Students with ESN Review

The purpose of this systematic literature review is to investigate the personnel and contextual variables that support the inclusion of students with extensive support needs (ESN) in general education settings. We chose to investigate these factors within published experimental research with dependent variables related to student outcomes. We conducted a systematic review that identified 63 articles pertaining to the inclusion of students with ESN in general education settings. Main findings of this review suggest that those engaging in research around inclusion of students with ESN inconsistently report the characteristics of students with ESN, contextual factors such as content area and learning format, effect sizes regarding the outcome of these studies, and characteristics of personnel supporting inclusion of students with ESN. Implications for future research are also presented.