EFFECTIVENESS OF INCLUSION 1

EDLP 201A

September 26, 2016

Effectiveness of Inclusion

Special education, least restrictive environment, and inclusion. Words that are often used during

the individual educational plan (IEP) meetings. Do general education teachers truly know what

that means? Are general education teachers fully prepared to grasp the intensity of what it means

to be a general education teacher fostering an inclusion setting?

Inclusion can work in a general education classroom under certain circumstances. The primary

goal of an, “inclusive education means that all students within a school, regardless of their

strengths or weaknesses, or disabilities in any area become part of the school community”

(Obiakor, et al, 2012, 478). The implication of this definition is that inclusion is much more than

opening your general education classroom doors to a student. While it is important to focus on

the concept that inclusion means having students included in part of the school community, it is

equally important to know that effective teaching in an inclusion setting is what makes the

inclusion model effective (Obiakor, et al, 2012). Effective teaching in the inclusion setting can

take on many forms, according to research conducted by Obiakor, et al, collaborative teaching to

ensure inclusion requires some form of a co-teaching model between a general education teacher

and a special education teacher (2012). The effectiveness of an inclusion model rests solely on

the effectiveness of the teaching that is happening in classroom. The inclusion model does not

work if the teachers involved are not working together.

As teachers move towards the inclusion model of teaching in their classrooms, one of the biggest

fears that general education teachers have revolves around the training, or lack of, provided to
EFFECTIVENESS OF INCLUSION 2

them. Research conducted by Harvey, et al. explains that the, “lack of transdepartment training

is an issue that researches have focused on” (2010, 25). Several studies have been conducted in

recent years. One study in particular noted that one of the biggest issues concerns is the lack of

training in teacher-preparation programs. These programs currently do not train and prepare our

future educators for an inclusive setting; teachers need dual training in both general education

and special education to prepare future educators for the realities of an inclusive setting in their

classroom (Harvey, et al, 2010).

Focusing on the preparations and what educators currently have to work with, it is evident that

the responsibilities of each teacher in a collaborative inclusive setting need to be redefined.

Currently, special education teachers are accustomed to creating instructional interventions and

learning strategies for students, however now not only are they supporting the student but they

are supporting the general education teacher now in a way they hadn’t previously (Eisenman, et

al, 2011, 95). Inversely, the general education teacher has to be willing to give up total control in

the classroom and defer some of the responsibility to the special education teacher. This is a

delicate balancing act between the two teachers and can prove to be a difficult adjustment for

both (Eisenman, et al, 2011, 95). In a study conducted by Eisenman, et al, it was noted that it is

important to develop shared practices between both teachers in the classroom (2011).

Redefining the responsibilities is only a start to properly implementing a successful inclusive

model on a school campus. Many parents of students in a special education setting are opting to

send their student to a cyber school rather than their local school site. Research conducted by

Beck, Egalite, and Maranto noted that cyber schools offer a unique benefit for students in special
EFFECTIVENESS OF INCLUSION 3

education programs because it allows for a more individualized instruction plan that a typical

school setting struggles to provide students (2014). Additionally, the study went on to explain

that, “there is evidence that online learning brings greater academic gains, including a study

finding that Arkansas Virtual Academy students in grades 3-6 improved significantly over their

traditional peers” (Beck, Egalite, and Maranto, 2014, 72). However, this research is currently

inconclusive due to the longevity of cyber schools for students in special education programs.

While there are many benefits to a cyber school, it is important to note that on site special

educations have an opportunity to regain their foothold for being the best option for students in

special education.

The inclusion model in the classroom is a possibility. Collaboration, co-teaching, and redefining

teaching responsibilities is just the start. General education teachers and special education

teachers need to adopt a team-teaching method on all school campuses to ensure the success of

their inclusive model program. It is vital to remember that, “educating students with disabilities

in the general education classroom promises participation in the general curriculum which is a

mandate of the IDEA act” (Obiakor, et al, 2012, 481). Furthermore, the research went on provide

examples on how to make the content and participation level accessible for students in special

education. There are five basic models of co-teaching: one teach, one assist, station teaching,

parallel teaching, alternative teaching, and team teaching (Obiakor, et al, 2012). The inclusion

model works best when “teachers and service providers [are] willing to provide differentiated

instruction in schools and have the wherewithal to implement it within their classrooms”

(Obiakor, et al, 2012, 483). Rooted in research the inclusion model is not effective if the general

education teacher and the special education teacher are not working in tandem in the classroom.
EFFECTIVENESS OF INCLUSION 4

However, the case study concludes noting that it should not be left up to these teachers alone. All

parties at a school site play a role in the effectiveness of an inclusive model, “school leaders,

parents, community members, and other stake-holders must be involved in the process”

(Obiakor, et al, 2012, 487-488).

The effectiveness of the inclusion model is dependent on many different factors and should not

be put on the shoulders of the special education teachers alone. Special education is a source of

much debate in the world of education today with everyone looking for the right and the best

answer on how to adequately service these students. Research is currently inconclusive on how

to best ensure inclusion on school sites. What is known, is that it teachers, administrations,

parents, and all stake-holders alike play an integral role in its effectiveness. The element most

noticeably missing in current research is the voice of the general education student. General

education students play a role in the effectiveness of the inclusion model as much as the student

with special education services does. More research needs to be done on this element. Would

inclusion models be more or less effective with the help or hindrance of the general education

peers? How do educators get the general education peers on board with the inclusive model to

aid in its effectiveness?

EFFECTIVENESS OF INCLUSION 5

References

Beck, D., Egalite, A., & Maranto, R. (2014). Why they choose and how it goes: Comparing

special education and general education cyber student perceptions. Computers &

Education, 76, 70-79. http://dx.doi.org/10.1016/j.compedu.2014.03.011

Eisenman, L., Pleet, A., Wandry, D., & McGinley, V. (2010). Voices of Special Education

Teachers in an Inclusive High School: Redefining Responsibilities. Remedial And

Special Education, 32(2), 91-104. http://dx.doi.org/10.1177/0741932510361248

Harvey, M., Yssel, N., Bauserman, A., & Merbler, J. (2010). Preservice Teacher Preparation for

Inclusion: An Exploration of Higher Education Teacher-Training Institutions. Remedial

And Special Education, 31(1), 24-33. http://dx.doi.org/10.1177/0741932508324397

Obiakor, F., Harris, M., Mutua, K., Rotatori, A., & Algozzine, B. (2012). Making Inclusion

Work in General Education Classrooms. Education And Treatment Of Children, 35(3),

477-490. http://dx.doi.org/10.1353/etc.2012.0020