This study explored the impact of inclusive education on academic motivation, academic self-efficacy, and well-being of students with learning disability (LD). Three groups of students (students with LD studying in special schools, students with LD studying in inclusive schools, and students without LD studying in inclusive schools) were compared on these variables. Results revealed that students without LD scored higher on both academic motivation and academic self-efficacy. They also scored higher on well-being than students with LD going to inclusive schools. Implications of the results in the context of students with LD are discussed.

中文翻译：

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全纳教育对学习障碍学生学业动机、学业自我效能和幸福感的影响

本研究探讨了全纳教育对学习障碍 (LD) 学生的学业动机、学业自我效能感和幸福感的影响。在这些变量上比较了三组学生（在特殊学校学习的 LD 学生、在包容性学校学习的 LD 学生和在包容性学校学习的非 LD 学生）。结果显示，没有 LD 的学生在学业动机和学业自我效能感方面得分更高。他们在幸福感方面的得分也高于进入包容性学校的 LD 学生。讨论了结果对 LD 学生的影响。