What Does the Research Say About Inclusive Education?
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“Thirty years of research shows when all students are learning together (including those with the most extensive needs) AND are given the appropriate instruction and supports, ALL students can participate, learn, and excel within grade-level general education curriculum, build meaningful social relationships, achieve positive behavioral outcomes, and graduate from high school, college and beyond.” – SWIFT Schools
BENEFITS OF INCLUSIVE EDUCATION FOR ALL STUDENTS
- Students without disabilities made significantly greater progress in reading and math when served in inclusive settings. (Cole, Waldron, Majd, 2004)
- Students who provided peer supports for students with disabilities in general education classrooms demonstrated positive academic outcomes, such as increased academic achievement, assignment completion, and classroom participation. (Cushing & Kennedy, 1997)
- No significant difference was found in the academic achievement of students without disabilities who were served in classrooms with and without inclusion. (Ruijs, Van der Veen, & Peetsma, 2010; Sermier Dessemontet & Bless, 2013)
- Kalambouka, Farrell, and Dyson’s (2007) meta-analysis of inclusive education research found 81% of the reported outcomes showed including students with disabilities resulted in either positive or neutral effects for students without disabilities. Check a guide on how do you write an abstract for a research paper!
- Time spent engaged in the general education curriculum is strongly and positively correlated with math and reading achievement for students with disabilities. (Cole, Waldron, & Majd, 2004; Cosier, Causton-Theoharis, & Theoharis, 2013)
- Students with intellectual disabilities that were fully included in general education classrooms made more progress in literacy skills compared to students served in special schools. (Dessemontet, Bless, & Morin, 2012)
- Students with autism in inclusive settings scored significantly higher on academic achievement tests when compared to students with autism in self-contained settings. (Kurth & Mastergeorge, 2010)
by Kathleen Whitbread, Ph.D.Print this page The Civil Rights movement of the 1950s and 1960s was a precursor to legislation protecting the rights of children with disabilities to a public education. In the Supreme Court ruling of Brown v. Board of Education in 1954, Chief Justice Earl Warren, referring to segregation of children by race, stated:Today, education is perhaps the most important function of state and local governments it is a principal instrument in awakening the child to cultural values, in preparing him for later professional training, and in helping him to adjust normally to his environment. In these days, it is doubtful that any child may reasonably be expected to succeed in life if he is denied the opportunity of an education. Such an opportunity is a right which must be made available on equal terms. We conclude that in the field of education, the doctrine separate and equal has no place (Brown v. Board of Education, 1954).These same arguments, originally applied to r
