A study called "Does Inclusion Help Students: Perspectives from Regular Education and Students with Disabilities" was published in the Journal of the American Academy of Special Education Professionals (JAASEP).
The study found, and I quote:
This research focused on verifying the impacts of Inclusion on both students with disabilities (SWDs) and their Regular Ed classmates. High school students (n=364) within inclusive classes completed surveys reflecting their perceptions of the effectiveness of the learning environment and the attitudinal impacts of Inclusion. Results documented significant positive attitudinal and self-reported learning impacts of Inclusion for both SWDs and Regular Ed peers. SWDs reported higher self-concept, liking of school and teachers, and greater motivation to work and learn. Unexpectedly, Regular Ed student responses followed the same patterns, reflecting significantly higher attitudes across the board and perceived academic achievement, as well as higher tolerance for SWDs. The importance of anonymity for SWDs is discussed in light of significantly higher attitudinal ratings among Regular Ed students most aware of the presence of SWDs. Implications for the future of Inclusion are discussed.
Within the study, the authors quote, "Much research has focused on establishing the validity of the argument that Inclusion is beneficial to Students with Disabilities. Studies have shown that Students with Disabilities benefit socially with fewer negative labels, reduced stigma, and increased interaction with Regular Ed peers (Brady & Taylor, 1989; Huefner, 1988; Snyder, 1999; Wang & Birch, 1984)."
The study goes on to show that not only do student who receive special education services benefit greatly from inclusion, but students who don't receive services do as well. It creates an environment of acceptance and understanding where members of a diverse population work together. Sounds a lot like the real world doesn't it?
Works Cited
National Association of Special Education Teachers: Does inclusion Help Students: Perspectives from regular education and students with disabilities. Retrieved 23 June 2011 from Journal of the American Academy of Special Education Professionals (JAASEP). www.naset.org/777.0.html
This research had me nodding my head, particularly the part about fewer negative labels and reduced stigma. During reading workshop this year I was doing some lessons that we worked on with our Expeditionary Learning School Designer. The lessons focused on word choice and vocabulary in books. During the workshop-style lessons my students with disabilities were not pulled out for services and were able to fully participate in the whole lesson. While this lesson was designed to differentiate instruction for all students, I was thrilled at the unexpected results. Consistently throughout the work we did to achieve our learning targets, my two SWD were rising to the top. They both had great vocabulary bases and while they were the lowest readers in the class, verbally they were able to be offering excellent and accurate contributions, that many of their high-reader peers could not. Their confidence sky-rocketed and I loved that their peers got to see them in this light, over and over again throughout this series of lessons. So often we are pulling students out of class during such lessons and they don't get the opportunity to participate, learn and even shine!
ReplyDeleteI have had many similar experiences like the one Beth describes above. We do often think of the children with sp. needs when creating plans that include inclusion and how they will benefit from this model. Often the students in the 'regular' classroom experience all sorts of benefits from having a heterogenous classroom.
ReplyDeleteIn order for inclusion to truly be effective for ALL children careful, thoughtful planning and collaboration needs to be in place between all of the educators. There needs to be constant communication and very thoughtful planning on how to differentiate when appropriate. Then the opportunities and benefits can be endless.
Beth- Your story is definitely uplifting! Feeling a part of the group AND being successful within that group is vital to the success of all students, not just SWD.
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