Inclusion Series- Enhancing Inclusion: A Comprehensive Literature Review on Supporting Students with Disabilities in Mainstream Classrooms

This issue of NASET’s Inclusion Series was written by Yasman Cortes, and is a comprehensive literature review exploring strategies supporting students with disabilities in mainstream classrooms. The focus is threefold: examining inclusion practices, identifying evidence-based instructional strategies, and unraveling collaborative partnerships between educators and families. Studies by Rivera & McKeithan (2021), Weiss et al. (2018), and Connor & Cavendish (2018) showcase the crucial role of educators, emphasizing High-Leverage Practices, leadership skills, and understanding student perspectives. Garcia-Melgar et al. (2022), Woods et al. (2018), and Duppong et al. (2019) emphasize collaborative teamwork’s importance, shedding light on factors influencing successful inclusion. The synthesis provides valuable insights for educators, administrators, policymakers, and researchers, offering a roadmap for enhancing inclusive education practices to meet the diverse needs of all students.

This issue of NASET’s Inclusion Series was written by Yasman Cortes, and is a comprehensive literature review exploring strategies supporting students with disabilities in mainstream classrooms. The focus is threefold: examining inclusion practices, identifying evidence-based instructional strategies, and unraveling collaborative partnerships between educators and families. Studies by Rivera & McKeithan (2021), Weiss et al. (2018), and Connor & Cavendish (2018) showcase the crucial role of educators, emphasizing High-Leverage Practices, leadership skills, and understanding student perspectives. Garcia-Melgar et al. (2022), Woods et al. (2018), and Duppong et al. (2019) emphasize collaborative teamwork’s importance, shedding light on factors influencing successful inclusion. The synthesis provides valuable insights for educators, administrators, policymakers, and researchers, offering a roadmap for enhancing inclusive education practices to meet the diverse needs of all students.

Enhancing Inclusion: A Comprehensive Literature Review on Supporting Students with Disabilities in Mainstream Classrooms

By Yasman Cortes

Abstract

This comprehensive literature review explores strategies supporting students with disabilities in mainstream classrooms. The focus is threefold: examining inclusion practices, identifying evidence-based instructional strategies, and unraveling collaborative partnerships between educators and families. Studies by Rivera & McKeithan (2021), Weiss et al. (2018), and Connor & Cavendish (2018) showcase the crucial role of educators, emphasizing High-Leverage Practices, leadership skills, and understanding student perspectives. Garcia-Melgar et al. (2022), Woods et al. (2018), and Duppong et al. (2019) emphasize collaborative teamwork’s importance, shedding light on factors influencing successful inclusion. The synthesis provides valuable insights for educators, administrators, policymakers, and researchers, offering a roadmap for enhancing inclusive education practices to meet the diverse needs of all students.

Keywords inclusive education, collaborative partnerships, special education, family involvement

Enhancing Inclusion: A Comprehensive Literature Review on Supporting Students with Disabilities in Mainstream Classrooms

In the dynamic landscape of inclusive education, the integration of students with disabilities into mainstream classrooms has become a focal point of scholarly research. According to Bryant et al. (2019), inclusive settings are characterized by classrooms that provide inclusion opportunities, support services through pull-out/push-in, in-class support or co-teaching, and general education classes. This literature review aims to explore the multifaceted elements of supporting students with disabilities in these settings, emphasizing evidence-based strategies, teacher perspectives and characteristics, and the pivotal role of collaborative partnerships between educators and families. As education systems globally shift towards inclusivity, it is imperative to synthesize the latest research findings, policies, and practices contributing to effective inclusive education models.

This review explores three areas: first, it examines the current state of inclusion practices and policies for students with disabilities; second, it identifies evidence-based instructional strategies catering to their unique learning needs; and third, it unravels the intricate dynamics of collaborative partnerships between educators and families. Exploring key themes such as inclusive pedagogical approaches, teacher perspectives, and collaborative family involvement, this review synthesizes recent research to provide a comprehensive understanding of challenges, opportunities, and best practices associated with supporting students with disabilities in inclusion classrooms. The goal is to contribute valuable insights to educators, administrators, policymakers, and researchers, offering a roadmap for the continued enhancement of inclusive education practices that cater to the needs of all students.

Inclusion Strategies for Students with Disabilities

Within the inclusion setting, students with special needs receive instruction in the general education classroom, emphasizing a less restrictive environment defined by the goals articulated in the Individualized Educational Plan (IEP). In their research, Rivera & McKeithan (2021) explore the implementation of four High-Leverage Practices (HLPs) concerning social, emotional, behavioral, and instructional strategies for students with disabilities in inclusive settings. The authors examine how these four HLPs are linked to teachers’ capacity to incorporate diverse learning objectives into instructional planning and delivery, fostering effective learning environments that potentially enhance outcomes for students with disabilities across various settings and subject areas.

Rivera & McKeithan’s (2021) article highlights the crucial role of establishing a consistent, organized, and respectful learning environment. They stress the creation of a safe learning space through culturally responsive expectations, explicit teaching of rules and procedures, and the integration of instructional routines. The authors emphasize the significance of organizational and time management skills, suggesting that teachers teach and reinforce these skills to boost student engagement and minimize undesired behavior, including intentional organization of the physical classroom environment. These recommendations align with previous research emphasizing the effectiveness of providing explicit instruction for students with disabilities (Hughes et al., 2017).

Furthermore, Rivera & McKeithan (2021) advocate for effective feedback practices, encouraging continuous assessment linked with purposeful “teacher talk” during instruction. They recommend goal-based feedback presented to minimize embarrassment and assist students in recognizing areas of strength and need. The article stresses the importance of teaching students to differentiate between negative and constructive feedback, and it also addresses social behavior through direct instruction and integration of age-appropriate social thinking. Additionally, the authors stress the need for Functional Behavioral Assessments (FBAs) to develop individual student Behavior Support Plans (BSP). Collaboration between general and special education teachers is crucial, with FBAs recommended for students unresponsive to conventional instructional methods. The study emphasizes accurate data collection on interfering behaviors and collaborative determination of the behavior’s function, leading to the development of a BSP tailored to address the behavior’s function using evidence-based practices. When implemented with fidelity, educators can use these practices to effectively support students with disabilities in a mainstream classroom.

While evidence-based practices exhibit considerable promise for supporting students with disabilities in inclusive settings, it is rare for educators to operate in isolation. Successfully meeting the needs of students with disabilities necessitates collaboration with other pertinent stakeholders (Rausch et al., 2021). Garcia-Melgar et al. (2022) conducted a study to investigate the factors influencing collaborative teamwork in the inclusion of students with disabilities in mainstream schools. The researchers argued that collaboration among stakeholders, including educators, allied health professionals, and parents, enhances inclusion and academic success for students with disabilities. The study aimed to investigate factors influencing collaborative teamwork in designing support strategies for students with disabilities in mainstream schools, focusing on role ambiguity, time constraints, and difficulties in establishing mutual partnerships. The qualitative study employed a co-design research method involving workshops with teachers, teacher assistants, allied health professionals, and parents.

Garcia-Melgar et al. (2022) identified four key themes shaping collaborative teamwork in inclusive education. First, teams emphasized the pivotal role of diagnosis and funding access in influencing planning and decision-making, with disparities creating inequities and demanding navigation of complex funding systems. Second, effective team communication emerged as critical for successful collaboration and student inclusion, advocating for regular, transparent methods using education apps, email, and communication logs. Third, practical collaboration was given special attention, emphasizing shared goals and role clarity to overcome barriers like time constraints and differences in education and disability services. Lastly, shared understandings of inclusion were deemed crucial, encompassing safety, independence, and peer involvement. Overall. this study provided nuanced insights into the complex dynamics of collaborative teamwork, highlighting the complex considerations in supporting students with disabilities in mainstream education.

Educator Perspectives and Characteristics

A German study by Weiss et al. (2018) investigated the challenges faced by teachers instructing students with moderate to severe intellectual disabilities in inclusive and special education settings. The research delves into the demands on teachers, focusing on knowledge, skills, and attitudes through group discussions. Weiss et al. (2018) point to the stress prevalent among teachers and underscore challenges such as difficult behaviors, collaboration tensions, and the push for differentiated instruction. The study aimed to identify essential skills, knowledge, and attitudes, offering targeted strategies to support the progressive inclusion of students with moderate and severe intellectual disabilities. It further highlights the complexities of teaching, contrasting perspectives on educational priorities, emphasizing the creation of diverse learning opportunities, and advocating for leadership skills and strategies to maintain a delicate balance between closeness and distance. While the study was conducted in a European country, the major issues discussed are also widespread and encountered by teachers in the United States (Kim et al., 2020; Swain et al., 2012).

The study by Weiss et al. (2018) brings attention to the multifaceted demands faced by educators, particularly in inclusive settings, where priorities vary between knowledge transmission and social objectives. Key elements for effective teaching include the creation of diverse learning opportunities through individualized approaches, addressing the challenge of imparting knowledge about intellectual disabilities, and fostering cooperation within interdisciplinary teams. The research underscores the need for leadership skills to navigate role conflicts, negotiate responsibilities, and facilitate effective collaboration. Emphasizing the delicate balance between closeness and distance, the study advocates for strategies such as focusing on the positive, using humor, and maintaining teachers’ mental and physical health. Overall, the findings aimed to provide valuable insights for better preparing educators for the intricate landscape of inclusive and special education.

While literature often focuses on inclusive teaching from policy and teacher-educator viewpoints, it is important to consider students’ perspectives as well. A study by Connor & Cavendish (2018) explored the perspectives of high school students with learning disabilities on how teachers’ pedagogy influences academic success. Through qualitative analysis of student interviews, the researchers identified specific teacher characteristics and pedagogical skills affecting perceptions of effective and ineffective teaching. It addressed the challenges posed by inclusive education for both general and special educators, emphasizing the need for teachers to be well-versed in legal accommodations, differentiated instruction, and Universal Design for Learning (UDL).

In their findings, Connor & Cavendish (2018) categorized student responses into “Teacher Characteristics” and “Pedagogical Practices.” Under Teacher Characteristics, students emphasized the importance of teachers being empathetic, accepting of differences, positive and supportive, dedicated in terms of time, receptive toward student feedback, and firm, fair, and fun. In terms of Pedagogical Practices, students highlighted the significance of motivating and engaging teaching, the use of multi-modalities, checking in via questioning, explaining clearly, and personalizing responses to struggling learners. The findings draw attention to the need for teachers to understand students individually, maintain a positive and engaging classroom atmosphere, and employ diverse instructional methods. The study considered the implications for practice, theory, policy, and research, emphasizing the importance of incorporating student voices into teacher education and the ongoing development of inclusive teaching practices. The study suggests that aligning teacher education programs with the characteristics and practices valued by students can contribute to more effective and supportive educators in diverse classrooms.

Collaborative Family Partnerships

Collaborative family partnerships stand as a cornerstone in the realm of effective special education practices, wielding a pivotal influence on the educational experiences and outcomes of students with disabilities (Aldosari, 2023; Bariroh, 2018; National Research Council, 2001). A study by Woods et al. (2018) delves into communication and collaboration among stakeholders in special education within a Midwestern school district, specifically focusing on the historically limited involvement of parents of students with disabilities before the Individuals with Disabilities Education Act (IDEA). Using open-ended qualitative interviews, this research explored perceptions of communication among education professionals and parents, shedding light on the scarcity of attention given to differing stakeholder perspectives regarding the importance of home-school partnerships in special education. This study aimed to bridge the gap in the literature by investigating how parents of students with special educational needs communicate and collaborate with school personnel, an underexplored area that enriches our understanding of the complexities of home-school communication dynamics for students with special needs.

The study’s findings illuminate the varied frequency of home-school contact, revealing that different stakeholders reported daily or weekly communication, while others experienced infrequent or almost no interaction (Woods et al., 2018). Significantly, the research emphasizes the importance of the IEP process, suggesting that active parental involvement contributes to higher satisfaction. Despite this, discrepancies in parents’ understanding and satisfaction with the IEP process emerged, with some feeling the need to advocate for appropriate services. Woods et al. (2018) explored interactions among parents, indicating the potential benefits of fostering a supportive community for families of children with disabilities. Notably, parent satisfaction with school interaction was linked to the frequency of communication, as those reporting more frequent contact expressed higher satisfaction. Perspectives on parent communication among educators varied, with some emphasizing its importance for overall stakeholder satisfaction, while others downplayed its significance. The study suggests practical implications for schools, including the establishment of support groups, heightened awareness of communication at the secondary level, and enhanced efforts to educate parents about available services and the IEP process.

Building on the theme of family collaboration, a similar study by Duppong et al. (2019) explored the effect of parental involvement in the education of ninth-grade students, particularly those at risk for emotional and behavioral challenges. This study reviewed existing literature, emphasizing the positive impact of parental engagement on academic outcomes. Grounded in Hill and Tyson’s three-domain model (school-based, home-based, and academic socialization) and a later six-factor model, the researchers examined their applicability to a sample of students at risk, utilizing data from the High School Longitudinal Study of 2009. The study explored fixed variables between different students with disabilities and those without and suggested potential differences in parental involvement based on disability status.

The comparative aspect of the research study by Duppong et al. (2019) revealed significant distinctions in parental involvement in the education of ninth-grade students at risk for emotional and behavioral challenges compared to those without disabilities. Employing the six-factor model, the researchers identified lower levels of involvement among parents of at-risk students across various domains, including school activities, parent-child communication, parental aspirations, and home-based activities. Despite the overall lower involvement, the study confirmed the applicability of existing frameworks to at-risk populations and reinforced the importance of considering multifaceted approaches to parental involvement for a comprehensive understanding of its impact on educational outcomes for at-risk students. Collectively, both studies (Woods et al., 2018; Duppong et al., 2019) contributed to the evolving comprehension of collaborative family partnerships and parental involvement in special education, emphasizing the nuanced dynamics that shape the educational landscape for students with disabilities.

In conclusion, this literature review provides a comprehensive overview of strategies supporting students with disabilities in mainstream classrooms. The studies equally highlight the pivotal role of educators in fostering inclusive environments through HLPs, as discussed by Rivera and McKeithan (2021) and Weiss et al. (2018). The inclusion of student perspectives in the literature, as explored by Connor & Cavendish (2018), adds a crucial element, emphasizing the value of teacher qualities in creating inclusive and engaging learning environments. Additionally, the emphasis on collaborative teamwork, both among educators and with families, emerges as a critical factor for successful inclusion, as demonstrated by Garcia-Melgar et al. (2022), Woods et al. (2018), and Duppong et al. (2019). Together, these studies contribute to our understanding of the interconnected elements shaping inclusive education. This synthesis serves as a valuable resource for stakeholders, providing insights and guidance for the ongoing enhancement of inclusive education practices that prioritize the diverse needs of all students.

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