What is the impact of education which is inclusive on general education students?

Results of evaluations of inclusion conducted by school districts in 9 states have been reported in NCERI's National Study of Inclusive Education (1995). School districts in California, Florida, Georgia, Indiana, Maryland, Massachusets, Michigan, Rhode Island and Texas conducted evaluations of their own programs. Study after study reported consistently positive results. Examples of outcomes include such remarks as:

Multiple examples of positive changes in student behavior… Increased independence and self-esteem, elevated reading levels have been notes… Parents… report a tremendous growth in vocabulary and communication… Co-taught classes… can produce significantly better results than general education classrooms… Many special education students are making leaps and bounds gains…

Lipsky and Gartner (1997) concluded that the data show "a strong trend toward improved student outcomes (academically, socially, and behaviorally) for both special education and general education students. (pg. 197)"

In Madison, Wisconsin, some achievement scores went up when students with severe intellectual disabilities were educated in the schools. No relationship, however, can be inferred between achievement scores increasing and the education of students with disabilities in the general education environment. The reverse would also be true--if the scores went down, one could not infer the cause to be students with severe intellectual disabilities being educated in the general education classroom. Many school personnel report increased sensitivity in student to student interactions throughout the school when students with disabilities are educated in general education classrooms. Increasing numbers of students without labels make career choices based on their opportunities to go to school with students with disabilities. The future parents, teachers, employees, doctors, lawyers and legislators are now going to school with their peers who have disabilities. The world is becoming increasingly interdependent. Students who reflect the entire age group in society going to school together will have a head start on the understanding of diversity and the collaboration that will be required when they reach adulthood.

Staub and Peck (December 1994/January 1995) cited three common concerns regarding inclusion: the academic progress of nondisabled children, the loss of teacher time and attention, and nondisabled students learning undesirable behavior from students with disabilities.

McGregor and Vogelsberg (1998) look at what research has shown regarding the impact of inclusion on these issues. Although the research is still somewhat sparse, results support that performance of typically developing students is not compromised. Studies focusing on teacher attention ( Salisbury et al, 1995; McDonnell et al, 1997) indicated no difference in rates of teacher engagement and therefore no negative impact on instructional opportunities.

Studies looking specifically at skill acquisition in small cooperative groups with a student with severe disabilities (Dugan et al, 1995; Hunt et al, 1994) showed academic gains by both students with and without disabilities. O'Connor and Jenkins (1996) looked at cooperative groups with students with mild disabilities and found mixed results based on factors such as partner selection, teacher monitoring, and development of a cooperative ethic. The importance of these structures is clear in both general education and special education literature on cooperative groups and inclusive best practices.

A review of programs suggests that instructional strategies and organizational structures instituted for students with disabilities provide additional benefit for students who are not identified as disabled. Other benefits for nondisabled students have been described by the students themselves in response to survey questions. These include increases in understanding of differences, self esteem, and social development.

To date, most of the research conducted has been with young children. These studies have found no support for the three common concerns. Staub and Peck found the following benefits of inclusion for students who are nondisabled:

1. Reduced fear of human differences accompanied by increased comfort and awareness.
2. Growth in social cognition.
3. Improvements in self-concept.
4. Development of personal principles.
5. Warm and caring friendships. (p.3)

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Does education which is inclusive take away from direct instruction of other students?

The answer to this question lies in the appropriate development of the IEP to ensure that needed supports are available for the student, the teacher, and the classroom. If the appropriate supports, aids and modifications are provided education which is inclusive will not take away from the direct instruction of nonlabeled students. Experience with schools in Illinois that are successful at educating all students tells us that when general education teachers can see appropriate supports, aids and modifications for students with disabilities, they often relate them to services needed for other students in their classrooms who are not labeled. If the supports, aids and modifications are not present, it is possible that direct instructional time could be taken from students who are nonlabeled. Clearly, if teachers do not use effective educational strategies, direct instructional time is taken away from all students. Experiences of many general educators is that in many instances, students who are not labeled can be just as disruptive of their classmates instruction as can students who are labeled.

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How do parents react to education which is inclusive of students with disabilities?

Much of the movement toward inclusive schooling has been driven by parents of students with disabilities who have supported and even demanded the passage of Federal Law and the obligation of schools to follow this law and include their child with a disability. At a different level, studies show that many parents of students with and without disabilities have One school district in Texas reported in their self evaluation that 92% of parents of general education students surveyed felt their child benefited from contact with students with disabilities.

Whether they be parents of a child with a disability or parents of a child not labeled, their reaction will be influenced by the appropriateness of the supports and aids provided to the child with a disability. All parents first want their children to be in a safe school environment and secondly to learn. When either of these desires are challenged, all parents have difficulty.

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What are possible pitfalls of education which is inclusive?

The most common pitfall of education which is inclusive is not providing appropriate supports and aids. Supports and aids that are appropriate guarantee that all children in a common school setting are safe and successful. Given the number of districts that have been successful for several years, it is helpful for those who are currently developing inclusive options to network with those who have more experience. Careful identification of the needed supports will decrease attitudes that inclusion is unsuccessful or too difficult to implement.

We have experienced some districts who are viewing education which is inclusive as an opportunity to reduce the cost of special education services. If this is the primary motivation, the chances for successful education which is inclusive are greatly reduced.

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Will the students who are moving from a segregated special education school into a regular school be teased and abused?

Experience tells us that this is not generally the case. We have experienced both parents and teachers, especially at the Junior high and high school level, who worry that this may happen. Therefore, it is important to utilize strategies to alleviate this concern. One effective strategy is to invite teachers and parents of students who have been previously included to share their experiences. Another is to educate student leaders about the learning and social supports that the new students will require. Important to remember is that most students at the upper elementary, middle and high school grade levels have experienced teasing at sometime during their school years and are easily recruited to be an advocate for the student who may be perceived to be vulnerable.

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What are the benefits of education which is inclusive?

The benefits of education which is inclusive are many and far reaching. First, students with disabilities are provided opportunities to interact on a daily basis with their same age peers who are not labeled. We are learning that the exclusion of students with disabilities at an early age is toxic to their growth and development. Second, same age peers who are not labeled are the future parents, employers, teachers, doctors and legislators. Their experience today with students with disabilities will significantly impact their ability to support persons with disabilities in the future. Third, when children with disabilities are included in all aspects of school life with their brothers, sisters, neighbors and friends, life is more normalized for all family members. Parents no longer have to go across town or to a different town for parent teacher conferences, school plays, games and dances. Fourth, the general education curriculum offers students with disabilities valuable educational opportunities which are not typically afforded in a special education class. Many students with disabilities have made academic achievements which far exceed those made in the special education classroom. Fifth, special education supports and services provided in a general education classroom can be used for and benefit students who do not have IEPs. Finally, society as a whole benefits from education which is inclusive through the self-satisfaction of caring and the alleviation of the worry associated with belonging based on performance.

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Will education which is inclusive serve to magnify the perceived differences between students with and without disabilities?

This question infers that differences in individuals should be minimized rather than celebrated. As a result of this common thinking, we have placed children into what adults have perceived as homogeneous groups for all sorts of play and instructional situations.

The grouping that we have done in the schools for play and instructional purposes is not evidenced in the adult world of play and work or in the interdependent nature of the world today. Therefore, our schools of the future, in order to be successful in preparing the adults of tomorrow, will have to acknowledge the interdependence and diversity of the student body, including those with disabilities.

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Don't students with disabilities need support from people with the same disabilities?

Everyone needs support from significant others in the school, in the workplace, in the home and in the community. The support that one needs is very individualized and may change depending on one's age and place in life. The fact that a student with disabilities would require support from another person or persons with the same disability should be viewed as no different from a woman wanting the support of another woman, a man wanting the support of another man or a member of a minority group seeking support from another member of that group. Such support is commonplace in a diverse society. Schools must recognize this need and work with families to provide such opportunities at home, and in the community as well as at school. Sensitivity to the particular need of the individual student should be the focus versus grouping by disability characteristics.

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