The impact of unique education inclusion has on students with and without disabilities

The impact of unique education inclusion has on students with and without disabilities

Inclusive education

Inclusion is referred to as the placement of children with disability conditions into regular classrooms(Folin et al., 2013) Inclusive education has differed from the traditionally held notions, which focused on disability and special needs only. (Folin et al., 2013) Says that inclusion provides means by which schools can respond to all pupils in their capacity, through the provision of adequate resources, the role of schools to admit all pupils from the local community is expanded reducing the probability of excluding pupils. According to UIS, (2015 ), inclusive education should be accommodative to all students, including those with disabilities an opportunity to receive education and support services like learning aids, to prepare them for a future productive life. Inclusive education aims to enable pupils to belong to the same educational culture and not to erase their differences. Unesco Has described inclusive education as a program for all pupils with or without difficulties to learn together in ordinary schools with appropriate network.

Research done in New Zealand, Australia, the UK, and the United States of America focused on the designs and principles of inclusive education programs (Dempsey, 2012). It includes the identification of inconsistencies with inclusive education program development, the inability to implement IEP to students with disabilities, and the challenges encountered in the IEP process by the stakeholders. To effectively implement these programs, teachers needed more training (Dempsey, 2012). Australian schools have, in the past, but support mechanisms for IEP, emphasizing quality teaching to all students, the use of modern technologies, drafting unique curricula, and the application of worldwide designs for learning and the individual planning through the IEP. However, another study stated that there is a lack of clear evidence on the role of these practices to students living with a disability (Folin, 2013).

(Sailor and Burrello, 2013) Emphasizes the need for adherence to the core values that promote inclusive education to all students. The same study recommended the accommodation of all students with and without disabilities. The unified education system is guided by the on the following principles:  all students must attend their admitted schools at all times;  students are bonafide members in their respective classes; teachers and school leaders are responsible for the entire learning process; staff should be made aware of the student rights and their capabilities, and  that student should  have the freedom to pursue what they deem necessary to them as they have full protection of the law (Sailor & Burello, 2013, p.31 . All students should have full access to learning resources and benefits 3. All students should be trained on social development and citizenship to help manage the expectation of a student; school be democratically and be able to maintain a database about the learning process (Sailor & Burello, 2013,p. 31) Various elements are included that:(1) All school employees play a role in the learning process;( 2) Schools should operate a team, and leadership structure that does research on valid data sources that can help in setting the correct instructional matches;(3) schools be guided by democratic leadership.

A study by (Sailor & Burello, 2013) proposed the following principles as an indicator of a well planned and inclusive education: collaborative teamwork, family involvement, excellent use of non-teaching staff, family involvement, shared framework, and productive individual education plans. Effective supervisions should be put in place to ensure that these lofty measures into the education system will achieve its objectives. Changing the discriminatory and perceptive attitudes towards people with disabilities resulting from superstitious beliefs will be the first place hallmark in making inclusive education. The opinions of teachers play a crucial role in influencing the process and outcome of inclusion. (Sailor & Burello, 2013) Stated that two factors are the key in formations of attitudes towards inclusion, namely information on school inclusion and increased knowledge. Inclusive learning institutions ought to be adequately equipped to deliver quality education. It entails appropriate curricula that are appropriate to all learners and teachers who can handle individual needs for all students in the classroom hence promoting an environment where students’ participation is highly encouraged.

Students with disabilities

Recent studies by the World Health Organization (2011) shown that students with disabilities are increasingly being educated together with their non-disabled colleagues. Many actors have recognized that students with disabilities thrive well when they are schooled together and provided with the same educational opportunities as their non-disabled colleagues. This section of the review s explains various efforts that have been put in place to support combining students with and without disabilities in the same classroom. The Unesco in 1994 issued a consensus report on education with students. Salamanca’s statement, which was signed by over 100 members emphasized that students with disabilities must be accommodated in regular schools. The announcement meant that inclusive regular schools were the best suited to addressing discriminatory attitudes hence opening an inclusive education for all. The statement encouraged governments to promote inclusive education programs in their education systems (Unesco, 2009).

Since 1974 in the US, disabled students have benefitted from the rights to access free and appropriate education without restrictions. Other updates on the law governing the education sector have proposed that disabled students be educated in the least restrictive environment. These policies have led many children with disabilities to attend schools together with their non-disabled peers. The rate at which children with down syndrome attended inclusive or regular schools in the Netherlands increased to 2 per cent. (de Gaaf, van Hove & Haveman, 2014). However, many students continue to face challenges as they seek admission in regular schools. A recent study done by UNICEF in poor third world countries found that children with disabilities accounted for the highest number of school dropouts. A study conducted in India in 2009 found that more than one-third of students living with disabilities did not enrol n school. (Unesco, 2009). However, the rate of inclusion varies from country to country. In some states, students with disabilities are advised to attend segregated schools, while others are denied admission at all (Hehir et al., 2016).

Benefits of inclusion

The literature reviewed has shown that inclusive education has a broad range of benefits to the student with and without disabilities.  Teachers and stakeholders have raised concerns over the inclusion of students with disabilities with other students in the same class (Sharma et al. 2012).

A study conducted in the United States and Canada shows that non-disabled students experienced no difficulty in being integrated with their disabled colleagues (Sharma et al., 2012). A Similar study by (Dessemontet & Bless, 2013) Found that inclusion had a positive impact on the academic outcomes of non-disabled studies. The same study also found that teachers employed diverse teaching techniques that meet the need of all students. Research conducted on students with down syndrome and other intellectual disabilities had no impact on the development of critical skills. Some critics have raised their reservations over the inclusion of all students. They have argued that students with emotional disabilities may disrupt other studies, forcing teachers to focus so much on them, undermining the academic growth for all students. Although most of the reviewed research has found that inclusion yields positive results, there is also evidence that the addition of disabled students presents various challenges to teachers.

Another similar study has shown that inclusion results in improved social beliefs and attitudes of non-disabled students. Other benefits include increased comfort, increased self-esteem, improved tolerance, and strong friendship with their peers (Kauffman  & Badar, 2014). A study conducted found that students in inclusive schools cemented a strong bond with their disabled counterparts. This research concludes this is due to close contact among the two groups of students. There was also less abuse like insults directed to students with disabilities as the students appreciate one another.

Kirby (2017) argues that included students produce better academic results than their counterparts who schooled in segregated schools.  A study conducted by (Kirby, 2017)in the United States, which involved high school students, confirmed the same. The same studies found that disabled students benefit significantly from pre-primary programs as it provides them with an opportunity to improve their language skills.

A study conducted in the United States has provided evidence that participating in inclusive education has positive impacts on students living with disabilities (Kauffma et al., 2014). The study involved students from elementary to middle school. It confirmed that students with disabilities who took their studies in traditional schools had a better comprehension of mathematical skills and improved general performance.

According to Kirby (2017) on the graduation patterns in the United States found that disabled students schooling in inclusive higher learning institutions have more than five times the chances of graduating as opposed to those in a segregated environment. Disabled students who completed their studies in schools that are in an inclusive environment are also more likely to proceed with their studies to the tertiary level. A survey conducted in the Netherlands for four years found that disabled students who schooled together with other students had better academic progress than their counterparts in individual schools (de Gaaf, van Hove & Haveman, 2014). Inclusion benefited students with down syndrome in the Netherlands as they posed higher academic results.

A 2015 review of the literature indicates that inclusion has supported social skill development for disabled students. Researchers found that disabled students were more acceptable to their peers for schooling together as compared to their colleagues in segregated schools (UIS, 2015).     

Learning achievements

According to Gotfield (2014) research on non-academic achievements, disabled students do not negatively affect the social functioning of their peers. Preparing general education teachers to teach in inclusive classrooms plays a crucial role in school academic achievement of all students.  Inclusive education requires competencies as opposed to the traditional teaching methods, from both special education teachers and general education teachers (McCray et al., 2014).  However, preparing general education teachers is crucial as they have more say in inclusive classrooms as compared to their special education counterparts.

Oh, Young and Filler (2015) argue that only students with disabilities may benefit from this form of education, while another study (Szumski & Karwowski, 2014) says that inclusive education may also be beneficial to students without disability. This result may be relevant to educational policymakers responsible for decisions about the promotion of inclusion, but also parents with disabled children. However, parents from this group have negative or neutral attitudes towards inclusion (de Boer, Pijl & Minnaert, 2010). Parents attention is focused only on the benefits of the social development of their children. They often fail to see the academic interests and even have a problem understanding why such benefits could occur in the first place: the above meta-analysis supplements and supports argumentation in favour of promoting inclusion.

Recent research on the social and emotional development of students with and without disabilities has reported mainly positive outcomes (Neidell and Waldfogel, 2010). It includes improved strong abilities, increased social awareness and raised levels of tolerance. Contemporary research (Carrell  & Hoekstra, 2010) on the achievement level of students without disability in the inclusive classroom, found positive effects on the achievement level, mostly in mathematics and reading.

References

Neidell, M., & Waldfogel, J. (2010). Cognitive and noncognitive peer effects in early education. The Review of Economics and Statistics, 92(3), 562-576.

Carrell, S. E., & Hoekstra, M. L. (2010). Externalities in the Classroom: How children exposed to domestic violence affect everyone’s kids. American Economic Journal: Applied Economics, 2(1), 211-28.

De Boer, A., Pijl, S. J., & Minnaert, A. (2010). Attitudes of parents towards inclusive education: A review of the literature. European Journal of Special Needs Education, 25(2), 165-181.

Szumski, G., & Karwowski, M. (2014). Psychosocial functioning and school achievement of children with mild intellectual disability in Polish special, integrative, and mainstream schools. Journal of Policy and Practice in Intellectual Disabilities, 11(2), 99-108.

Oh-Young, C., & Filler, J. (2015). A meta-analysis of the effects of placement on academic and social skill outcome measures of students with disabilities. Research in developmental disabilities, 47, 80-92.

Szumski, G., Smogorzewska, J., & Karwowski, M. (2017). Educational Research Review.

Gottfried, M. A. (2014). Classmates with disabilities and students’ noncognitive outcomes. Educational Evaluation and Policy Analysis, 36(1), 20-43.

McCray, E. D., Butler, T. W., & Bettini, E. (2014). What are the Roles of General and Special Educators in Inclusive Schools?. In Handbook of effective inclusive schools (pp. 90-103). Routledge.

De Graaf, G., Van Hove, G., & Haveman, M. (2014). A quantitative assessment of educational integration of students with Dgre own syndrome in the N Netherlands. Journal of Intellectual Disability Research, 58(7), 625-636.

Dempsey, I. (2012). The use of individual education programs for children in Australian schools. Australasian Journal of Special Education, 36(1), 21-31.

Forlin, C. I., Chambers, D. J., Loreman, T., Deppler, J., & Sharma, U. (2013). Inclusive education for students with a disability: A review of the best evidence about theory and practice.

Hehir, T., Grindal, T., Freeman, B., Lamoreau, R., Borquaye, Y., & Burke, S. (2016). Resumen de evidencia sobre la educación inclusiva.

Kauffman, J. M., & Badar, J. (2014). Instruction, not inclusion, should be the central issue in special education: An alternative view from the USA. Journal of International Special Needs Education, 17(1), 13-20.

Kirby, M. (2017, April). Implicit assumptions in special education policy: Promoting full inclusion for students with learning disabilities. In the Child & Youth Care Forum (Vol. 46, No. 2, pp. 175-191). Springer US.

Sermier Dessemontet, R., & Bless, G. (2013). The impact of including children with intellectual disability in general education classrooms on the academic achievement of their low-, average-, and high-achieving peers. Journal of Intellectual and Developmental Disability, 38(1), 23-30.

UIS, U. (2015). Fixing the broken promise of education for all: Findings from the Global Initiative on Out-of-School Children. Quebec, Canada: UIS.

Unesco. (2009). Policy guidelines on inclusion in education.

World Health Organization. (2011). World report on disability. Malta: World Health Organization.

Sharma, U., Loreman, T., & Forlin, C. (2012). Measuring teacher efficacy to implement inclusive practices. Journal of Research in Special Educational Needs, 12(1), 12-21.