JAASEP FALL 2006 Part 3 of 7
All series
- ADHD Series
- Assessment in Special Education Series
- Autism Spectrum Disorders Series
- Bullying of Children
- Classroom Management Series
- Diagnosis of Students with Disabilities and Disorders Series
- Discipline of Students in Special Education Series
- Early Intervention Series
- Genetics in Special Education Series
- How To Series
- IEP Components
- Inclusion Series
- JAASEP – Research Based Journal in Special Education
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- Special Education: What Do the Latest Numbers Tell Us?
- Special Educator e-Journal – Latest and Archived Issues
- The Practical Teacher
- Treatment and Support for IEP Students with Disabilities
- Working with Paraprofessionals in Your School
Inclusion has become one of the preferred approaches – if not the approach – for meeting the needs of Students with Disabilities (Fuchs, Fuchs & Fernstrom, 1993; Kavale, 2002; U.S. Dept of Education, 2000; Public Law 94-142, 1990). The basis of Inclusion is that students with disabilities have a right to the social benefits of a full school experience – adjusted to their respective capabilities of participating – and hence should be included in classes with their non-disabled, General Ed peers (Huefner, 1988; Smith, Polloway, Patton & Dowdy, 1995; Snyder, 1999). Despite research, however, many educators remain less than converted regarding Inclusion (Coates, 1989; Davis, 1989; Gersten, Walker & Darch, 1988; Liberman, 1985; Rice & Zigmond, 2000; Semmel, Abernathy, Butera & Lesar, 1991; Snyder, 1999; Walther-Thomas, 1997).
Why are so many educators still neutral or even against Inclusion? The purpose of this study was to dispel at least two reasons why educators might remain openly or covertly conservative regarding the implementation of Inclusion.
Abstract
Despite laws, research and public pressures, many educators remain unconverted regarding the beneficial impacts Inclusion can have. This research presents data from the teachers’ perspective that further validates the favorable impacts of Inclusion for students with disabilities. Furthermore, the studies provide significant data regarding the beneficial academic and attitudinal impacts for the general education classmates, substantiation generally missing within the literature. Finally, a correlation between the level of implementation and the favorability of teacher attitudes, indicating that educator perceptions of Inclusion effectiveness improve as their experience with it increases.