The impact of inclusion on students with and without disabilities and their educators

Headnote

ABSTRACT

This article reviews the literature with respect to inclusion programs and students with and without disabilities and their teachers. The findings of the studies reviewed cited indicate that: (a) the impact of inclusion programs on the academic performance and social development of students with disabilities has been mixed; (b) the placement of students without disabilities in inclusion programs does not appear to interfere with their academic performance and has several social benefits for these students; and (c) teachers' responses to inclusion programs are complex, are shaped by multiple variables, and change over time. The implications of the findings for students and educators involved in inclusion programs as well as the limitations of the studies cited are discussed.

THE MOVEMENT TOWARD INCLUSION HAS CREATED AN emphasis on educating students with disabilities in general education classrooms. Data from the U.S. Department of Education (1996) have indicated that approximately 73% of students with disabilities receive their instructional program in general education classrooms and resource room settings, and that 95% of the students with disabilities are served in general education schools. The recent reauthorization of the Individuals with Disabilities Education Act (P.L. 105-17) also includes general provisions that encourage the placement of students with disabilities in inclusive settings (Turnbull, Turnbull, Shank, & Leal, 1999).

Inclusion is a movement that seeks to create schools and other social institutions based on meeting the needs of all learners as well as respecting and learning from each other's differences (Salend,1998). Inclusionary schools seek to establish communities of learners by educating all students together in age-appropriate, general education classrooms in their neighborhood schools. Although the inclusion movement has focused on individuals with disabilities, it is designed to alter the philosophy for educating all students (Ferguson, 1996).

Although the concept of educating students with disabilities in general education classrooms is not new, its impact on students and educators continues to be examined and debated. This article examines these issues by reviewing the literature with respect to inclusion programs and their impact on students with and without disabilities and on general education (GE) and special education (SE) teachers. Although inclusion also significantly affects families of students with and without disabilities, which would make an interesting parallel to the other issues discussed, we decided not...