Inclusion
Information compiled from articles written by:
Editors, NCLD Team and Colleen F. Tomko
What is Inclusion?
Inclusion is the educational practice of educating children with disabilities in classrooms with children
without disabilities.
Prior to the PL 94-142, the Education of All Handicapped Children Act, promised all children a public
education for the first time. Prior to the law, enacted in 1975, only large districts provided any
programming for special education children, and often the SPED kids were relegated to a room down
near the boiler room, out of the way and out of sight.
The Education of All Handicapped Children Act established two important legal concepts based upon the
Equal Protection Clause of the 14th Amendment, FAPE, or Free and Appropriate Public Education,
and LRE or Least Restrictive Environment. FAPE insured that the district was providing a free education
that was appropriate for the child's need. Public insured that it was provided in a public school. LRE
insured that the least restrictive placement was always sought. The first "default position" was meant to
be in the child's neighborhood school in a classroom with typically developing "general education"
students.
Inclusion is part of a much larger picture then just placement in the regular class within school. It is
being included in life and participating using one's abilities in day to day activities as a member of the
community.
It is being a part of what everyone else is, and being welcomed and embraced as a member who
belongs. Inclusion can occur in schools, churches, play- grounds, work and in recreation.
Human beings, regardless if they happen to have a disability or not, have basic needs that must be met
in order to feel fulfilled. The basic needs of food, water and shelter are necessary for us to exist. It's also
easy to see that when you don't eat right or exercise it can adversely affect your health and capacity to
function in other areas of your life. Having meaning and purpose to what you do and who you are,
provides inspiration. Feeling useless or doing things that are meaningless, decreases motivation and selfesteem. A sense of belonging, being loved, having relationships and friendships with others enriches our
lives. Feelings of loneliness and alienation can have a negative impact in all areas of our lives. Education
helps meet the need to learn and grow and not remain stagnant, but as with any of our needs, if we
focus on one at the expense of the others it does not maximize the overall quality of life. When all these
needs are met in an integrated way, each area adds strength in the ability to achieve fulfillment in the
other areas. Inclusion is about meeting all those needs, and maximizing a person's overall quality of life.
In school, inclusion does not occur by placement in the regular class alone; rather it is a desired endstate. It must be created with proper planning, preparation and supports. The goal of inclusion is
achieved only when a child is participating in the activities of the class, as a member who belongs, with
the supports and services they need. Inclusion is "not" a trade-off of supports and services for
placement in the regular class and is not a trade-off of achievement of individual goals. No matter where
a child with a disability is placed, an Individualized Education Plan (IEP) must be developed around the
child's needs. The IEP objectives must continue to be met in the regular class. The same applies to the
related services a child needs, they must continue to be provided for in the regular settings.
Inclusion in school requires a shift in the paradigm, instead of getting the child ready for the regular
class; the regular class gets ready for the child. It's not a decision of zero or one hundred percent, but
whatever balance that can be achieved to maximize meeting all of a child's needs. The regular class is
not looked at as how it is, but how it "can be".
Adaptations are made to the materials, the curriculum and/or the expectations of the activities for the
individual child, maintaining achievement of all individual and academic goals. The purpose isn't simply
social or academic, but to meet all of a child's needs together where ever possible.
Through inclusive education children with disabilities remain on a path that leads to an adult life as a
participating member of society. Meeting all their needs together increases their ability to achieve
academic and physical growth to their potential, and it enhances their overall quality of life. Inclusive
education teaches all children team work and how to interrelate and function together with others of
different abilities. They learn to value diversity, see the ability of others to contribute, and it gives
children a sense of unity.
Two Models
There are generally two models for inclusion: push in or full inclusion.
"Push In" has the special education teacher enter the classroom to provide instruction and support to
children. The push in teacher will bring materials into the classroom. The teacher may work with the
child on math during the math period, or perhaps reading during the literacy block. The push in teacher
also often provides instructional support to the general education teacher, perhaps helping with
differentiation of instruction
"Full Inclusion" places a special education teacher as a full partner in a classroom with a general
education teacher. The general education teacher is the teacher of record, and is responsible for the
child, even though the child may have an IEP. There are strategies to help children with IEPs succeed,
but there are also many challenges. No doubt not all teachers are well suited to partner in full inclusion,
but skills for collaboration can be learned.
Differentiation is an incredibly important tool to help children with disabilities succeed in an inclusive
classroom. Differentiation involves providing a range of activities and using a variety of strategies for
children with different abilities, from learning disabled to gifted, to successfully learn in the same
classroom.
A child receiving special education services may participate fully in the same program as the general
education children with supports from the special education teacher, or may participate in a limited
way, as they are able. In some rare occasions, a child may work exclusively on goals in their IEP in a
general education classroom alongside typically developing peers. For inclusion to truly succeed, special
educators and general educators need to work closely together and compromise. It definitely requires
that teachers have training and support to overcome the challenges they must meet together.
Strategies for Inclusion Classrooms
In 2008, 62% of students with LD spent 80% or more of their in-school time in general education
classrooms. In 2000, that figure was just 40%.* We’ve made significant process in using the inclusion
model in our nation’s schools. Inclusion is another term for “mainstreaming” or merging special
education with regular education classrooms.
There are many benefits to this model for children with learning disabilities. They have the benefit of
learning in the “least restrictive environment” and the opportunity to be with peers and create bonds
and friendships.
Teaching to a room full of unique students, however, is definitely a challenge. It is true that the inclusion
classroom often has a minimum of two teachers -- a regular educator and a special educator. (The
special educator role may often be filled by a paraprofessional or special education assistant.)
But it isn’t always easy for educators to share the classroom with another teacher, not to mention, the
daunting task of teaching to students with a wide range of skills and learning styles. The results,
however, are priceless. James Wendorf, NCLD’s Executive Director, states, "We've seen graduation rates
and classroom inclusion rise more than 15 percent over the past 10 years. But we need to continue to
empower parents and teachers, reduce stigma among kids, and keep education funding on the top of
the education agenda if we are going to see those numbers increase, not decrease."
The following are some strategies that parents can request for their child and teachers can implement to
make the inclusion learning environment comfortable and successful for all the students.
Classroom Environment
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Eliminate all unnecessary materials from the student’s desk to reduce distractions.
Use a checklist to help the student get organized.
Keep an extra supply of pencils, pens, books and paper in the classroom.
Have an agreed upon cue for the student to leave the classroom.
Reduce visual distractions in the classroom.
Time Management and Transitions
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Space short work periods with breaks.
Provide additional time to complete the assignment.
Inform the student with several reminders, several minutes apart, before changing from one activity
to the next.
Provide a specific place for turning in assignments.
Break regular assignments into segments of shorter tasks. And, break long assignments into small
sequential steps, monitoring each step.
Presentation of Materials
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Provide a model of the end product.
Provide written and verbal direction with visuals, if possible.
Explain learning expectations to the student before beginning a lesson.
Allow for student to use tape recorders, computers, calculators and dictation to obtain and retain
assignment success.
Limit the number of concepts presented at one time.
Assessment, Grading and Testing
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Allow tests to be scribed if necessary and/or allow for oral responses.
Divide test into small sections.
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Grade spelling separately from content.
Avoid time tests.
Permit retaking the test.
Behavior
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Provide an appropriate peer role model.
Develop a system or code that will let the student know when behavior is not appropriate.
Ignore attention-seeking behaviors that are not disruptive to the classroom.
Develop a code of conduct for the classroom and visually display it in an appropriate place where all
students can see it, review it frequently.
Provide immediate reinforcers and feedback.
Benefits to Inclusion
The benefits of inclusive education are numerous for both students with and without disabilities.
Benefits of Inclusion for Students with Disabilities
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Friendships
Increased social initiations, relationships and networks
Peer role models for academic, social and behavior skills
Increased achievement of IEP goals
Greater access to general curriculum
Enhanced skill acquisition and generalization
Increased inclusion in future environments
Greater opportunities for interactions
Higher expectations
Increased school staff collaboration
Increased parent participation
Families are more integrated into community
Benefits of Inclusion for Students without Disabilities
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Meaningful friendships
Increased appreciation and acceptance of individual differences
Increased understanding and acceptance of diversity
Respect for all people
Prepares all students for adult life in an inclusive society
Opportunities to master activities by practicing and teaching others
Greater academic outcomes
All students needs are better met, greater resources for everyone
There is not any research that shows any negative effects from inclusion done appropriately with the
necessary supports and services for students to actively participate and achieve IEP goals.