Inclusion Pros and Cons

Inclusion Pros and Cons

1. BY JANNA ABO-GEORGE
&
TIFFANY RABNER
THE GEORGE WASHINGTON UNIVERSITY
EDUC - 246
SPRING 2010
Inclusion:
Support For & Against
Click on the “Speaker” on each slide for audio commentary

2. Agenda
Introduction
Support For Inclusion
Support Against Inclusion
Conclusion
Resources
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3. Introduction
What is Inclusion?
Inclusion is “a term which expresses commitment to educate a child, to the maximum
extent appropriate, in the school and classroom he or she would otherwise attend. It
involves bringing the support services to the child (rather than moving the child to
the services)” (Causton-Theoharis & Theoharis, 2009, p. 43).
In the past, schools did not always address the issues of the varied
learning styles of children, rather they focused on a “one-size fits all
curriculum” and that is why inclusion has been promoted in the most
recent years.
It is this idea of a “one size fits all” classroom that is the downfall of the
inclusion movement. Special education legislation and research has
recognized the need for specialized services and placements so that a
student can receive what is their “free appropriate public education.”
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4. Support for Inclusion – One Child’s Story
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*Click on picture above to view video content

5. Support For Inclusion
Response to accommodating all students in the most appropriate
educational setting.
Demands more local control in schools and classrooms and less
bureaucracy in the state and district, and a focus on collaboration and a
teaming of experts.
Celebrates diversity and has the philosophy of addressing the
individualized needs of all students.
Implements many teaching strategies that are proven to be effective in
education, through academic and social aspects such as cooperative
learning, constructivist activities, and problem solving (Holahan &
Costenbader, 2000).
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6. Academic Improvements Through Inclusion
6Rea, McLaughlin, & Walther-Thomas (2002)
% of Students Receiving C or Better in Respective Classes

7. Academic Improvements Through Inclusion
7Waldron & Cole (2000)
% of Students’ Grades Improving Over 1-year Period

8. Social Improvements Through Inclusion
Research Topics Results
•Social Competence •Students in inclusive model
demonstrated more progress in social
competence, communication skills,
self-regulation, and choice
•Behavior •Students with disabilities improved in
ability to manage their own behavior
in social situations
•Social Skills •Students with disabilities who were in
segregated classrooms showed a
regression in social skills
8Cole & Meyer (1991)

9. Social Improvements Through Inclusion
Research Topics Results
•Peer tutoring overall impact •Peer tutoring has shown to have a
positive impact as “social tutors” on
students with disabilities
•Peer tutoring impact on
communication & academic skills
•Proven to be effective in teaching
communication and academics to
students with disabilities
•Peer tutoring impact on everyday life•Students with disabilities have shown
to use social strategies learned in
peer-tutoring in everyday life
9Owen-DeSchryver, Carr, Cale, & Blakeley-Smith (2008)

10. Support Against Inclusion
Mainstreaming
versus
Full Inclusion
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11. Individuals with Disabilities Education Act
School districts and States make a “Free Appropriate
Public Education” available to students.
Each student has an “Individualized Education Plan”
which specifies the student’s needs, educational
goals and services to be provided.
Students with disabilities are to be educated with
their non-disabled peers to “the maximum extent
possible.”
11(Apling,& Jones, 2002)

12. Brown v. Board of Education
“In the field of public education the
doctrine of ‘separate but equal’ has
no place. Separate educational
facilities are inherently unequal”
(Russo, 1996, p. 1040).
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13. Effect on Non-Disabled peers
Early Childhood Longitudinal Study–Kindergarten Cohort
(ECLS–K) data is used.
Students with emotional and behavioral disorders (EBD)
are focus of study.
Limitations
The presence of a student with EBD in a classroom is not
random
Unable to control for variations in teacher scoring
Results
Student with EBD scored significantly lower than typical peers
The negative spill over effect on non-disabled peers is similar
in size to the Hispanic-White achievement gap.
13(Fletcher, 2009)

14. Socialization Over Education?
“The purposes of IDEA include ensuring that all
children with disabilities have available to them a
free appropriate public education (FAPE) that
emphasizes special education and related services
designed to meet their unique needs and prepare
them for further education, employment and
independent living” (U.S. Department of Education,
2007, sect. 1).
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15. Student Perspective on Inclusion
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16. Conclusion
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17. Resources
Apling, Richard, & Jones, Nancy Lee. (2002). The Individuals with Disabilities Education Act (IDEA): Overview of
major provisions. Crs report for congress. Retrieved (2010, February 10) from
http://www.law.umaryland.edu/marshall/crsreports/crsdocuments/RS20366_01112002.pdf
Causton-Theoharis, J., & Theoharis, G. (2009). Creating inclusive schools for all students. Education Digest: Essential Readings
Condensed for Quick Review, 74(6), 43-47.
Clark, Gary M., Field, Sharon, Patton, James, Brolin, Donn E., & Sitlington, Patricia L. (1994). Life skills instruction: a
necessary component for all students with disabilities a position statement of the division on career development and
transition. Career Development for Exceptional Individuals, 17(2), doi: 10.1177/088572889401700202
Cole, D. A. & Meyer, L. H. (1991). Social integration and severe disabilities: A longitudinal analysis of child outcomes. Journal of
Special Education, 25, 340-351.
Fletcher, Jason. (2009). The Effects of Inclusion on Classmates of Students with Special Needs: The Case of Serious Emotional
Problems. Retrieved from ERIC database. (EJ849859)
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18. Resources cont’d
Gorramdoll. (2009, August 13). Should Disabled Kids Be Educated With Non-Disabled Kids? [Video file]. Retrieved from
http://www.youtube.com/watch?v=54Fx24GjzeY&feature=video_response
Halles5. (2008, March 8). Inclusion at work in elementary school [Video file]. Retrieved from
http://www.youtube.com/watch?v=ji3R30PT1PQ
Hanushek, E. A., Kain, J. F., Markman, J. M., Rivkin, S. G. (2001). Does Peer Ability Affect Student Achievement?
Retrieved from ERIC database. (ED476941)
Holahan, A., & Costenbader, V. (2000). A comparison of developmental gains for preschool children with disabilities in inclusive
and self-contained classrooms. Topics in Early Childhood Special Education, 20(4), 224-35.
McCarty, Kristine. (2006). Full Inclusion: The Benefits and Disadvantages of Inclusive Schooling An Overview. Retrieved from
ERIC database. (ED496074)
Najjar, J. (2006). Is Inclusion missing the whole idea?. Education Law and Policy Forum, 2. Retrieved from
http://www.educationlawconsortium.org/forum/journal06.htm
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19. Resources cont’d
 Rea, P. J. , McLaughlin, V. L. & Walther-Thomas, C. (2002).Outcomes for students with learning disabilities in inclusive and
pullout programs. Exceptional Children, 68(2). 203-22.
Russo, Charles. (Ed.). (2006). The Law of public education. N.Y.C., N.Y.: Foundation Press.
Owen-DeSchryver, J., Carr, E., Cale, S., & Blakeley-Smith, A. (2008). Promoting social interactions between students
with autism spectrum disorders and their peers in inclusive school settings. Focus on Autism and Other Developmental
Disabilities, 23(1), p. 15-28.
U.S. Department of Education, Office of Special Education Programs. (2007). Idea regulations: secondary transition
Retrieved from http://idea.ed.gov/explore/view/p/,root,dynamic,TopicalBrief,17,
Waldron, N. & Cole, C. (2000). The Indiana Inclusion Study Year One Final Report. Bloomington, IN: Indiana Institute on
Disability & Community.
Wilson-Younger, Dylinda. (2009). Inclusion: Who Really Benefits? Retrieved from ERIC database. (ED507203)
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