–One of my most popular posts included 7 evidence-based research studies that prove the benefits of inclusion for students with and without disabilities. Still, I had a few readers comment that the research studies I cited were too old to be impactful. I was completely irked by these comments, because no one would ever say research from the 1990s showing the benefits of desegregation on black and white students is not still impactful and true today. Still, I have come across so many new studies that show the benefits of inclusion, that I thought I would update my original post. In fact, as you’ll read below there are absolutely NO research studies that show an academic advantage for students with intellectual disabilities in a segregated setting. I hope you’ll share these newer research studies with your child’s IEP team or other potential non-believers. –
______________________________________________________________________________
“Almost 30 years of research and experience has demonstrated that the education of children with disabilities can be made more effective by having high expectations for such children and ensuring their access to the general education curriculum in the regular classroom, to the maximum extent possible.”
Most parents of students with with an Individualized Education Plan (IEP) have heard a variation of the quote above, especially if you’ve tried fighting for inclusion. I assumed this statement was just hyperbole. I figured there was some truth in it, but that there was probably just as much research showing self-contained classes were more beneficial than inclusion. At least that’s what most school districts and even many parents would have you believe.
Imagine my surprise then, when I read the EXACT quote above in the introduction to the Individuals with Disabilities Education Act (read it for yourself right here). The actual law, supported by both Democrats and Republicans, states that a regular classroom with proper supports is best for ALL students with disabilities. I was a bit taken back, and wanted to know more about this research the law touted.
Read Related Post Here: My Original Post with 7 Evidence Based Research Study that Prove Inclusion Works
What I found was even more surprising. Did you know there’s not one quantitative research study, since research began on the topic, that shows an academic advantage for students with intellectual disabilities in separate settings? None! Zip! Nada! Here’s the research study citation to prove it: Falvey, Mary A. (Spring 2004) Toward realization of the least restrictive educational environments for severely handicapped students. Research and Practice for Persons with Severe Disabilities. 29 (1), 9-10.
Luckily, I’ve learned a lot more about the research that supports proper inclusion in the Least Restrictive Environment for students with even the most severe disabilities as part of the Council of Parent Attorneys and Advocates Special Education Training. It’s a year-long course I completed for my own son’s entry into public education, as well as to fulfill my goal to help other families advocate for inclusion for their child.
So, without further ado, below are 7 NEW quantitative research studies that show the benefits of including students with disabilities in a general education classroom:
- A 2013, quantitive study of more than 1,300 students between the ages of 6 and 9 years old within 180 school districts found that access matters. The study found a strong relationship between the amount of time spent in general education and achievement in math and reading for students with disabilities.
- Citation: Cosier, M., Causton-Theoharis, J., & Theoharis, G. (2013). Does Access Matter? Time in General Education and Achievement for Students With Disabilities. Remedial and Special Education, 34(6), 323–332. https://doi.org/10.1177/0741932513485448
2. A 2010, synthesis of research studies shows the academic effects that peer tutoring has on students with disabilities (regardless of disability type). The literature overwhelmingly reveals that peer tutoring has a positive effect on the academic outcome of students with disabilities in grades 6 through 12.
- Citation: Okilwa, Nathern S. A.; Shelby, Liz, (2010). The Effects of Peer Tutoring on Academic Performance of Students with Disabilities in Grades 6 through 12: A Synthesis of the Literature. Remedial and Special Education, v31 n6 p450-463 Nov-Dec 2010
Read Related Post Here: So you survived IEP season? 3 steps to get organized NOW for the next one
3. A 2012, comparative study followed 34 students with Intellectual Disabilities (ID) fully included in general education with supports with a control group of 34 students with ID in special schools. Included children made slightly more progress in literacy skills than children attending special schools. The researchers concluded that inclusive education is an appropriate educational placement for students with ID who require extensive supports in school.
- Citation:Effects of inclusion on the academic achievement and adaptive behaviour of children with intellectual disabilities. Dessemontet RS, Bless G, Morin D. J Intellect Disabil Res. 2012 Jun;56(6):579-87. doi: 10.1111/j.1365-2788.2011.01497.x. Epub 2011 Nov
4. A study looking at the outcome of 11,000 students with all types of disabilities found that more time in a general education classroom correlated to less absences from school, fewer referrals for misbehavior, and more post-secondary education and employment options.
- Citation: Wagner, M., Newman, L., Cameto, R., and Levine, P. (2006). The Academic Achievement and Functional Performance of Youth with Disabilities: A Report from the National Longitudinal Transition Study-2 (NLTS2). (NCSER 2006-3000). Menlo Park, CA: SRI International
5. A 2017, study found that 41.7% of student with learning disabilities made progress in math in general education classes compared to 34% in traditional special education settings, without the presence of nondisabled peers.
- Citation: Sharp, N. (2017). Inclusion in the early childhood classroom: What should this look like? (Master’s thesis, Northwestern College, Orange City, IA). Retrieved from http://nwcommons.nwciowa.edu/education_masters/32/
6. A 2011, study finds that there’s nothing “special” about the four walls of a special education classroom. The research suggest that the purported rationale for self-contained special education in the literature–issues of community, distraction-free environments, specialized curriculum/instruction, and behavioral supports–were not present in the six observed self-contained settings. Implications for school leaders are discussed and the rationales for the utilization of self-contained classrooms are strongly questioned.
- Citation: Does Self-Contained Special Education Deliver on Its Promises? A Critical Inquiry into Research and Practice. Causton-Theoharis, Julie; Theoharis, George; Orsati, Fernanda; Cosier, MeghanJournal of Special Education Leadership, v24 n2 p61-78 Sep 2011.
7. Many schools and parents make the argument that typical peers may be negatively impacted by the presence of students with disabilities. Especially those students with behavior problems. But a 2013, study found that inclusion does NOT compromise a typical students academic or social outcome. No significant difference was found in the progress of the low-, average-, or high-achieving pupils from classrooms with or without inclusion.
- Citation: The impact of including children with intellectual disability in general education classrooms on the academic achievement of their low-, average-, and high-achieving peers. Sermier Dessemontet R, Bless G. J Intellect Dev Disabil. 2013 Mar;38(1):23-30. doi: 10.3109/13668250.2012.757589. Epub 2013 Jan 28.
Courtney, I won’t tell what I believe is the main reason, as I think you already know my answer! 🙂 To your readers, here’s a hint: look to the state whose motto is, “Our liberties we prize and our rights we will maintain.” They actually mean that there!
My daughter has some mental health issues that lead to behaviors. She also has learning disabilities but it’s not qualified as intellectually disabled. She has been continually placed in more and more restrictive placements. This year she is in a self-contained School that she buses 45 minutes to. For her the biggest reason that she is in such a restrictive environment it’s because of behaviors. I would far prefer that she be in a public school setting.
The reason “special needs” students are kept in self contained classrooms are varied and many. One I have witnessed are parents feeling resistive and/or more comfortable with smaller class sizes, being told , and believing their child “needs” this type of setting, and/or need specialized services/curriculum.
The biggest obstical, I believe, is that teachers don’t have the training (My feeling is all graduates of teacher degrees need Special Educaton classes and internships) and/or the classroom support needed when assigned students with disruptive behaviors, special adaptations or accommodations to access the curriculum, AND the long, complicated, “red tape” and paperwork involved to make the changes needed.
This is a great solution. Our local college has a dual degree in special and general education. It’s a great way forward. More general education teachers need the training and support it takes to make inclusion meaningful.