Ecological Factors Associated with Classroom Learning Outcomes in Inclusive Education: A Secondary Analysis of the Special Needs Education Longitudinal Study (SNELS)

This study examined teacher-, school-, and student-level factors associated with classroom learning outcomes among junior high school students with special educational needs in inclusive education settings. Data were drawn from the 2012 wave of the Special Needs Education Longitudinal Study (SNELS), part of a nationwide longitudinal research project in Taiwan. The analytic sample comprised 1479 students across multiple disability categories, with learning disabilities, intellectual disabilities, and physical disabilities among the largest groups represented. SNELS was selected because it provides large-scale data on students with special educational needs and their educational experiences, allowing factors across multiple ecological levels to be examined within a common analytical framework. Pearson correlation analysis and hierarchical multiple regression were conducted to examine associations among the study variables and incremental changes in explained variance. Peer relationships and disability-related impact showed relatively large bivariate associations with classroom learning outcomes, while teacher attitudes toward inclusive education, resource teacher support, and teacher collaboration were also associated with classroom learning outcomes. The full hierarchical regression model accounted for 21.6% of the variance in classroom learning outcomes. These findings highlight the value of considering factors across multiple ecological levels when examining classroom learning outcomes in inclusive education. By integrating teacher-, school-, and student-level factors using a nationwide dataset, this study provides historical baseline evidence regarding inclusive education in Taiwan prior to subsequent policy developments and offers an empirical reference point for future research examining changes in inclusive educational practices and support systems over time.