The Universal Scholar Journal

Abstract

There is a great debate over including students with disabilities, in particular students with learning disabilities, in inclusive classrooms. Several strategies are available to support educating students with learning disabilities in inclusive classrooms including: co-teaching, differentiated instruction and peer-mediated instruction and interventions. Theory suggests the practice of inclusion is congruent with social justice, but evidence suggests mixed results regarding academic achievement typically occur. However, results of providing separate pullout instructional services are not necessarily more likely to achieve desired results. Therefore, educators will need to make placement decisions considering the resources available in their school, in addition to the skill level of the students they work with, in order to make proper decisions regarding least restrictive environment.

References

Fuchs, D., & Fuchs, L. S. (1994) Inclusive schools’ movement and the radicalization of special education reform. Exceptional Children, 60(4), 294–309.

Gersten, R., Walker, H., & Darch, C. (1988) Relationship between teachers' effectiveness and their tolerance for handicapped students. Exceptional Children, 54(5), 433–438.

Jobe, D., Rust, J. O., & Brissie, J. (1996) Teacher attitudes toward inclusion of students with disabilities in regular education classrooms. Education, 117(1), 148–153.

Kaufman, J. M., & Hallahan, D. P. (2005) Special education: What it is and why we need it. Pearson Education.

Metric

72 │ 10 │ 1-4

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Inclusive Education: Myths and Reality