EDUC 695 Project2
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Running head: EFFECTS OF INCLUSION 1
Effects of Inclusion on Students with Significant Disabilities, in Upper elementary, in all
areas of learning, social and emotional needs.
Colleen Granger Augustana University
A Research Synthesis Report Presented in Partial Fulfillment of the Requirements
For the Degree of Master of Arts in Education
7/7/2021
Dr. Vikki Hennard
EFFECTS OF INCLUSION 2
Table of Contents
Review of the Literature
..................................................................................................................
6
Inclusion
.......................................................................................................................................
6
History
......................................................................................................................................
6
Implementation
............................................................................................................................
8
Implementation of MTSS
.........................................................................................................
9
Paraprofessional
.......................................................................................................................
9
Co-teaching
............................................................................................................................
11
Resource Needs
..........................................................................................................................
12
Staff training
...........................................................................................................................
12
Curriculum
..............................................................................................................................
13
Collaboration
..........................................................................................................................
13
Peer support
............................................................................................................................
14
Barriers
.......................................................................................................................................
15
Evidence-based practices
.......................................................................................................
15
Training
..................................................................................................................................
16
Teacher’s attitude
...................................................................................................................
16
The Impact on Mild Disabilities
................................................................................................
16
Academic Impact
.......................................................................................................................
17
Engagement
............................................................................................................................
17
EFFECTS OF INCLUSION 3
Reading growth
......................................................................................................................
17
Math growth
...........................................................................................................................
18
Social-Emotional Impact
............................................................................................................
18
Definition of Significant Disabilities
.........................................................................................
20
Down syndrome
.....................................................................................................................
21
Multiple learning disabilities
..................................................................................................
21
Traumatic brain injuries
.........................................................................................................
21
Challenges of Academic Learning
.............................................................................................
22
Challenges of Social Emotional Learning
.................................................................................
24
Behavioral Difficulties
...............................................................................................................
25
Emotional difficulties
.................................................................................................................
25
Resource Needs
..........................................................................................................................
26
Analysis
.........................................................................................................................................
26
Application
....................................................................................................................................
28
Conclusion
.....................................................................................................................................
33
References
......................................................................................................................................
34
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EFFECTS OF INCLUSION 4
The Effects of Inclusion on Students with Significant Disabilities, in Upper
Elementary, in all Areas of Learning, Social and Emotional needs
.
This research synthesis project seeks to examine the effects of inclusion on students with significant disabilities, in upper elementary, in all areas of learning, social and emotional needs from a new perspective. This includes children with physical, mental and developmental disabilities. Inclusion comes from putting students with Individual Education Plans (IEP) in the Least Restrictive Environment (LRE) (Francisco et al., 2020). This research looks at the effects of inclusion for students with significant disabilities based upon the impact it has already had on students with mild disabilities. The following literature review will include current research and trends in inclusion. The review will begin with an overview and history of inclusion to give background information. It will also discuss laws and legislation that led to the start of inclusion in public schools. The Individuals with Disabilities Education Act (2004), states that students with disabilities should be
educated with the general education population as much as possible. These students should also have access to the general education curriculum (Francisco et al., 2020). This background information and framework leads the research about how inclusion was implemented through which the researcher answers the question posed in this project. The idea of inclusion is to give all students the best education and should teach to the individual student and their needs (Schwab
et al., 2015). It is followed by a review of the literature on the implementation of inclusion in a general education classroom, and the different practices of inclusion such as paraprofessionals, co-teaching, and Multi-Tiered System of Support (MTSS). Inclusion can have many different practices and look different depending on the student and situation (Schwab et al., 2015). By
EFFECTS OF INCLUSION 5
examining the current trends and perspectives that represent the study of inclusion, the reader will understand the challenges associated with addressing the issue. The information in this study provides insight to the reader about the resources needed for successful inclusion in the classroom. These resources include teacher training, curriculum and collaboration. Since placing students with disabilities in a general education classroom, more
resources are needed to help make the inclusive setting more successful. Research has found more teachers need training to assist with these students in their classrooms (LaCruz-Perez et al.,
2021; Welborn, 2019). Teachers also need training in best practices, this includes instructing students individual learning style and needs. Collaboration is teachers working together to implement strategies in an inclusive classroom (Buli-Holmberg & Jeyaprathaban, 2016). Working with other teachers such as special education, psychologist, and speech pathologist will help the student accomplish goals and objectives while still having access to the general education curriculum (Buli-Holmberg & Jeyaprathaban, 2016). The researcher shows a connection of the resources that are needed, so the reader will be able to recognize the barriers both teachers and school districts face when trying to implement inclusion. These barriers include time to collaborate, access to appropriate curriculum and evidence-based practices along with teacher’s attitude toward inclusion. By looking at the current courses and perspectives of implementing inclusion into the classroom, and the barriers, the reader will understand the challenges associated with addressing the issue of having students with disabilities in the general education classroom. To show the connection between inclusion and students with disabilities, the researcher presents the impact of inclusion on students with mild disabilities. Placing students with mild disabilities in an inclusive classroom has an impact on their academic and social-emotional needs
EFFECTS OF INCLUSION 6
(McMurray & Thompson, 2016; Zweers et al., 2021). The importance of this literature is to show
the reader the positive impact inclusion has had for these students academically and socially. Research suggests that placing students with disabilities in an inclusive environment will decrease behavior, and improve academic abilities (Anderson, 2021; Lohbeck, 2020; Smogorzewska et al., 2019). Inclusion also helps students with feeling more socially accepted (Anderson, 2021). Finally, the literature review provides an analysis of students with significant disabilities. The researcher provides both academic and social-emotional challenges that students face when in a regular classroom. Severe disabilities can exhibit different characteristics. These can range from limited communication to difficulty with movement and social skills. Due to these characteristics, these students may require more support in an educational environment (Johnson et al., 2020). Since these students may require more support, it has led to challenges when integrating them into an inclusive classroom. The information presented in this study provides the importance and impact of inclusion on students with significant disabilities and the reader will see how the positive effects can be critical for student success. Review of the Literature
Inclusion
History. Special education programs have changed significantly in the past 30 to 40 years. “Public school programs only served about 20% of students with disabilities in the 1970s” (Kart & Kart, 2021 p. 11). Then laws and regulations started to change. The Education for All Handicapped Children was initiated in 1975 (Agran et al., 2020). This allowed more students with disabilities to attend public schools and receive a Free Appropriate Public Education (FAPE). Students could acquire more of the general education curriculum. Historically, students
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EFFECTS OF INCLUSION 7
with significant disabilities have been separated from their peers of the same age in school (Agran et al., 2020). According to Francisco et al. (2020) this has caused separation and isolation. The Individuals with Disabilities Education Act (IDEA) requires school districts to place students in the Least Restrictive Environment (LRE) (Marling & Burns, 2014). By this definition, students with disabilities are placed into the general education classrooms so they are alongside their non-disabled peers. For these students to be placed in a special education room would be considered restrictive. However, LRE just signifies students are placed in an environment where the student’s learning needs can be met. There is no direct guideline that students must be placed in the general education classroom (Marling & Burns, 2014). In 2004, IDEA became more specific and restated students with disabilities should be in the general education classroom and inclusion became more of an accepted term. According to Francisco et al. (2020) Free Appropriate Public Education (FAPE) and LRE state that students with disabilities have the right to access the general education curriculum. Inclusion is giving those students the same opportunities as general education students. “Inclusion means all students must be educated in mainstream classrooms” (Kauffman & Gary, 2020, p. 2). These laws were put into effect so students with disabilities were not segregated. There have been many court cases that have led to the implementation of inclusion. In Brown v. Board of Education, the court ruled that separate was not equal and that led the way to
the access of education for all students (Kirby, 2017). Since this case, many other cases and litigation have been brought up to the courts to support inclusion in the classroom because of the positive effects (Kirby, 2017). In the case of Board of Education of the Hendrick Hudson Central School District v. Rowley, a student was denied access to the general education curriculum because the school district would not provide an interpreter since she was deaf (Henry & Johnson, 2018). The court’s decision was that all students with disabilities should
EFFECTS OF INCLUSION 8
have the same opportunities as their general education peers. This includes using supports so they can be in the regular classroom with access to the curriculum (Henry & Johnson, 2018). Also, in Endrew F. v. Douglas County School District, the court’s decision was to make sure IEPs include students to be integrated into the general education classroom (Zirkel, 2020). This would ensure educational advantages for students with disabilities. It also gave students grade-
level opportunities that they might not receive if segregated from their peers (Zirkel, 2020). Implementation Due to the segregation of special education students, the term inclusion was implemented
and linked to Least Restrictive Environment. Different models of inclusion started to develop throughout time, but they all had one common factor, the place where students should receive their education (Choi et al., 2020). Throughout all the modifications of laws and policies for special education, one constant factor remained, a school’s primary goal is to connect the student’s requirements and their learning styles (Choi et al., 2020). They do this by creating an Individualized Education Plan (IEP). This starts the implementation process for inclusion. Choi et al. (2020), suggests that IEPs can make sure that students are getting more time in the general education classroom at their grade level. This document contains information about the accommodations, learning needs, goals and objectives for each student with a disability (Francisco et al., 2020). One purpose for an IEP is to ensure access to general education curriculum and the Least Restrictive Environment
(U.S. Department of Education, n.d). This helps the implementation process to the general education classroom (Francisco et al., 2020). The IEP team has also changed to include more people in the decision-making process (Choi et al., 2020). The general education teacher is to be included in the process as well as administration and the special education team. IDEA requires professionals to write objectives and goals (Choi et al., 2020).
EFFECTS OF INCLUSION 9
Implementation of MTSS. Research suggests that the application of a multi-tiered system of support (MTSS) improves outcomes for students with disabilities in the general education environment (Choi et al., 2020; Sailor et al., 2021; Thurlow et al., 2020). Students are in their regular classrooms for tier 1 instruction (Sailor et al., 2021). This is the general education
curriculum that their same aged peers receive. Students can also receive tier 2 instruction in the regular classroom instead of being pulled out. This is another level of support within the curriculum to assist students. Teachers and staff can collaborate to bring support into the regular classroom for each tier of support (Sailor et al., 2021). According to Leach and Helf (2016), when this system is implemented correctly, students with disabilities receive differentiated instruction with the grade level curriculum. MTSS provides a framework for differentiating instruction where structures are in place to improve access to the curriculum, essentially increasing the likelihood of bridging the gap between special and general education (Choi et al., 2020; Leach & Helf, 2016). MTSS focuses on instruction for all students (Thurlow et al., 2020). All students are instructed to prevent interventions. Additional teaching and building prior knowledge can also be used in the classroom to support learners. Individualized instruction such as screening tools, progress monitoring and evidence-based practices are used for more intense interventions. These tiers and types of instruction were established to assist all students with general education curriculum (Thurlow et al., 2020). These interventions along with additional supports are used in the regular classroom. Paraprofessional. A paraprofessional is someone that provides academic and or behavioral support to students in a classroom (Walker et al., 2021). They work under the supervision of the teachers. This could be in a general education classroom or a special education
classroom. A paraprofessional’s responsibilities consist of providing instruction and enhancing relationships (Walker et al., 2021). When students with disabilities are placed in a general
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EFFECTS OF INCLUSION 10
education classroom, they are sometimes placed with a paraprofessional for support. Paraprofessionals have many different roles in an inclusive classroom. Students with an IEP have
support that vary. This includes 1:1 support with the paraprofessional, minimal support or no support. Students with severe disabilities are placed with a paraprofessional for 1:1 support (Gifford et al., 2018). They repeat or modify the teacher’s directions and assist with behavior management. Students are more independent when skills are reinforced and interventions are used by a paraprofessional (Gifford et al., 2018). Inclusion practices also include students placed in a general education classroom without the support of a paraprofessional (Taub et al., 2017). Students with disabilities within a general education classroom are receiving the same curriculum as their peers. However, this curriculum is more challenging for them. Although they do not need the support from a paraprofessional, they still need the same types of support from another adult (Taub et al., 2017). General education teachers may not know the strategies and interventions that will support these students (Blank & Smithson, 2014). Through collaboration, the special education teacher and the general education teacher provide appropriate lessons, modified and accommodated curriculum to support the student with disabilities. There is also organizational and behavior instructional strategies for the student to help the student be successful without the need of a one-on-one support (Blank & Smithson, 2014). Research also suggests that not using a paraprofessional will increase a student’s chances of becoming more independent (Gifford et al., 2018). The student picks up prompts from their peers and interventions will be used to help with academic skills. Data has shown that using interventions still supports students in an inclusive environment without a paraprofessional (Gifford et al., 2018). One of these supports is a special education teacher pushing into the general education classroom. The collaboration of the two teachings
EFFECTS OF INCLUSION 11
along with instruction is becoming more widely used so students receive multiple types of instructions (Friend et al., 2010). Co-teaching. One instructional practice that helps develop academic skills in students with mild disabilities is co-teaching (Bowlin et al., 2015; Friend et al., 2010). Students with disabilities have extra support within an inclusive classroom (Bowlin et al., 2015). Instead of pulling them out to the special education classroom, the special education teacher may go into the general education classroom. Friend et al. (2010), defines co-teaching as the shared instruction between the general education teacher and the special education teacher. These supports have created a positive impact for students (Bowlin et al., 2015). Co-teaching includes the interaction and cooperation between the general education teacher and the special education teacher (Bowlin et al., 2015; Swicegood & Miller, 2015). While following students Individual Education Plans, teachers use the general education curriculum to apply objectives through the best practices (Swicegood & Miller, 2015). Teachers use their expertise in each field to meet the needs of students. They progress monitor and use informal assessments to assess students’ learning (Swicegood & Miller, 2015). Teaching of diverse students takes different instructional strategies that are complimented by two teachers. When a student with disabilities is in a general education classroom, the special education teacher is communicating with the general education teacher about the appropriate learning techniques and strategies. The teacher plans lessons for the many needs of all students. When a student has just the special education teacher’s support, they have a different interaction than with support of both general education and special education teachers (Swicegood & Miller, 2015). Both teachers help make the student more successful in an inclusive classroom because of
the teacher's collaboration, instruction and support (Buli-Holmberg & Jeyaprathaban, 2016).
EFFECTS OF INCLUSION 12
Research has concluded that students felt happy and more successful in a co-taught classroom (Gokbulut et al., 2020). Students enjoyed the environment and felt academically more prepared. The students taught by both teachers at the same time find this method to be both efficient and effective. They believed they would receive better scores in other classes if this was
the instructional strategy provided (Gokbulut et al., 2020). Teachers choose from many different learning styles to meet the needs of all students (Rexroat-Frazier & Chamberlin, 2019). Students with disabilities take advantage of having two teachers in the classroom using many different teaching techniques. Teachers that are also showing interest and have high expectations impact student learning (Rexroat-Frazier & Chamberlin, 2019). Inclusion includes many different instructional strategies in the classroom. They have shown to be effective and have a positive impact on students with mild disabilities (Bowlin et al., 2015). Resource Needs
Staff training.
Teachers are a crucial part of the implementation process of inclusion (Lacruz-Perez et al., 2021; Loreman & Forlin, 2013). Research suggests that when teachers use evidence-based practices along with interventions for students, they have an increased chance of
positive outcomes (Lacruz-Perez et al., 2021; Rahn et al., 2017; Trastani & Bassett-Gunter, 2020). Collaboration, the proper training and professional development are other factors to increase positive outcomes (Lacruz-Perez et al., 2021). Proper training including professional development is not only for teachers, but for administration and even superintendent (Welborn, 2019). Inclusion training does not just mean equipping educational staff with tools for classroom inclusion, but also on equity and culture (Welborn, 2019). For teachers to be successful in an inclusive setting, the proper training is crucial for the implementation. Inclusion
is becoming more and more common throughout school districts with 95% of students with disabilities being served in the general education classroom (U.S Department of Education, n.d).
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EFFECTS OF INCLUSION 13
Research findings suggest that teachers need more training so their teaching strategies may be more effective (Trastani & Bassett-Gunter, 2020; Welborn, 2019). Receiving professional development improves their abilities toward inclusive education. Training also includes sufficient knowledge and understanding of inclusion (Rouse, 2008; Loreman et al., 2013). Most studies found that when teachers were trained specifically on inclusion education, they showed a large area of improvement towards attitudes and intervention strategies (Trastani & Bassett-
Gunter, 2020; Welborn, 2019). Curriculum. After teachers are trained to instill best practices, adequate resources are needed to implement interventions (Welborn, 2019). For an inclusive classroom, teachers create
workshops, and use different teaching methods to differentiate and reach all learning needs. Interventions will also include curriculums to support students with disabilities and different teaching styles (Sunardi et al., 2014). “The mode of delivery can greatly impact the successfulness of the intervention and may influence the learning and development of the participants” (Sharpe, 2013, p. 256). Appropriate curriculum is a guide to connect students with disabilities to the general education curriculum at their grade level and create opportunities for development (McMurray & Thompson, 2016). Collaboration. One indicator of successful inclusion is time for teachers and staff to collaborate (Buli-Holmberg & Jeyaprathaban 2016). With the diverse population of students in the classroom, having different levels of experience work for an inclusive environment (Hansen et al., 2020). Research suggest that teachers approach instruction in many ways and therefore collaboration is a strategy for successful inclusion (Hansen et al., 2020; Messiou, 2019). There are other measures that suggest the need for teacher collaboration to create success in the general education classroom. These consist of the number of opportunities to engage with students and teacher interaction along with positive social interactions (Francisco et al., 2020).
EFFECTS OF INCLUSION 14
Research has shown collaboration is a factor to implement inclusion (Buli-Holmberg & Jeyaprathaban 2016; Hansen et al., 2020; Messiou, 2019). However, teachers have found that a lack of time to collaborate affected their ability to implement a successful inclusive classroom (Jones, 2012). Special education teachers are collaborating with regular education teachers and paraprofessionals. Successful collaboration includes talking to each other about lessons and students, proper resolutions and preparation. Special education teachers might also need to supervise paraprofessionals (Jones, 2012). Voltz et al., (1994) states that if teachers are allowed more time to collaborate that may be the largest factor for successful collaboration. When implementing the many different factors of inclusive classroom such as lesson plans, differentiation and accommodations, research has shown that collaboration between teachers will help make this process effective (Jones, 2012; Solone et al., 2019; Volt et al., 1994). Peer support. Researchers and schools have found that programs and resources encouraging peer support are effective in teaching students with disabilities (Carter et al. 2015; Silveira-Zaldivar & Curtis, 2019). Students with disabilities that are involved in peer support have more positive social interactions, increase their academic engagement and develop more friendships (Brock & Carter, 2016; Carter et al., 2015; Vlachou & Stavroussi, 2016). A positive strategy to encourage peer support is peer support arrangement (Brock & Carter, 2016). Peer support arrangement is when a student with a disability pairs with a student without a disability. This student provides academic and social support. This happens in the general education classroom and allows students to gain confidence working with their peers (Brock & Carter, 2016). Training to support and understand provides the necessary tools for peer modeling and peer support in the classroom (Silveira-Zaldivar & Curtis, 2019). Studies show that developing peer support plans increases the success for students with disabilities (Brock & Carter, 2016; McCurdy & Cole, 2014). A study was conducted to see the
EFFECTS OF INCLUSION 15
effects of peer support on a student with behavior needs (Arceneaux & Murdock, 1997). A 7-
year-old autistic student was demonstrating disruptive and off task behaviors, He was paired with a peer that was given the directive to prompt the student when he exhibited these behaviors
and encourage preferred actions. The results of the research found that the disruptive and off-
task behavior decreased. The students also developed a friendship after the study was completed
(Arceneaux & Murdock, 1997). Brock & Carter (2016), also reviewed studies that applied peer support strategies in an inclusive classroom by paraprofessionals. They were trained to implement these strategies to students in the classroom. The study concluded that students who received peer support showed an improvement with peer interactions and academic engagement
(Brock & Cater, 2016). Barriers
Evidence-based practices. Research and court cases have shown the benefits of inclusion (Agran et al., 2020). The Supreme Court ruled in Endrew F. v. Douglas County school
district that placing students in the general education classroom will allow more rigorous goals and objectives (Wehmeyer, 2019). Research provides data that students with disabilities show more growth in academics and social skills when in an inclusive classroom (Kurt & Mastergeorge, 2010). Fisher & Meyer (2002), also saw an increase in communication skills and social interactions. Still many barriers keep students segregated from the general education classroom (Agran et al., 2020). Many teachers have not been trained in these best practices. Using evidence-based practices in school has been proven to support students with disabilities (Silveira-Zaldivar & Curtis, 2019). However, only a few public schools use these practices. Surveys have shown that staff implementing inclusion are unaware of the proper practices to support students with disabilities in the general education classroom (Zaldivar & Curtis, 2019). Copeland et al. (2011), also found that teachers felt a lack of preparation with inclusive
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EFFECTS OF INCLUSION 16
classrooms. Teachers that have a lack of experience find it difficult to have students with disabilities in the general education classroom and have a hard time seeing the benefits (Agran et al., 2002). Effective practices are also essential for successful inclusion. More is necessary to encourage inclusion in the classroom (Agran et al., 2020).
Training
.
Another difficulty when trying to implement these interventions and evidence-
based practices is that teachers do not have the essential preparation needed to apply these methods. “Teachers must be well trained in the practice of inclusion, education and be able to adapt to students with disabilities (Vaughan & Anderson, 2016, p. 48). Many programs do not educate teachers on inclusion or the methods (Sahan, 2021). Teachers must go through other professional developments or other opportunities. Training consists of teachers and staff knowing how to assist students with social skills and positive behavior interventions (Silveira-
Zaldivar & Curtis, 2019). Instructional variations are other areas that teachers need to implement and receive training on (Sahan, 2021). The training teachers receive is connected to the individual needs of the students. When many teachers are not trained for the inclusion classroom, they are not able to make it successful (Sahan, 2021; Vaughan & Anderson, 2016). Teacher’s attitude. Another indicator to successful inclusion is the teacher’s positive attitude (Sahan, 2021). Teachers have a more positive attitude when they have the proper training to implement these resources in the classroom (Al Shoura & Ahmad, 2020). When the teachers have training and a positive attitude, they have more confidence and the ability to meet the needs of their students (Al Shoura & Ahmad, 2020). The Impact on Mild Disabilities
Students that are considered to have mild disabilities are students that have learning disabilities, speech impairment, or physical impairment such as hearing or health. Inclusion, and
EFFECTS OF INCLUSION 17
placing students in general education classrooms, has been much more applicable for students with mild disabilities such as Learning Disability or Other Heath Impairments (Smogorzewska et
al., 2019). The school environment has an impact in the development of these students to gain both academic and social skills. Children receive support from both the special education teacher
and the general education teacher depending on which model is being offered (Smogorzewska et al. 2019). Students with mild disabilities have the chance to learn social and problem-solving skills in an inclusive setting (Vlachou & Stavroussi, 2016). The development of relationships and
dealing with challenges have an impact on students. These are provided in the general education classroom, where students with disabilities have peer models and support from adults (Vlachou & Stavroussi, 2016). Providing inclusion has an impact on their social-emotional and academic purposes (Smogorzewska et al., 2019; Vlachou & Stavroussi, 2016). Academic Impact Engagement. Research has found that engagement has an impact on students’ learning and motivation (Martin & March, 2009; Pakarinen et al., 2017). This is a student’s enthusiasm for school. Students also learn more when they are actively engaged in classroom activities and are more successful (Duchaine et al., 2018). Skinner et al. (2016), suggests that engagement tells how a student will face challenges in the classroom. Lakkala et al., (2020), conducted a study on how teachers using engagement strategies influence students in an inclusion classroom. The study found that using these strategies allowed students to show ownership in their learning. Students felt they were given more opportunities to engage with their peers (Lakkala et al., 2020). Duchaine et al. (2018), also found that students who are engaged exhibit less of disruptive
behaviors. Reading growth. Inclusion has shown academic advantages in reading for students with disabilities (Cole et al., 2004; Tremblay, 2013). Research has shown that students in an inclusive
EFFECTS OF INCLUSION 18
classroom showed growth in reading skills based upon standardized test scores (Butler & Nasser,
2020; Hurwitz et al., 2020). The results also indicated inclusion was a more effective teaching strategy (Cole et al., 2021). Using different approaches for inclusion such as co-teaching, collaboration and differentiation has also provided growth in reading (Butler & Nasser, 2020). With these different interventions, and strategies, students have been able to grow to improve their language and phonological awareness (Hurwitz et al., 2020). Math growth. Studies and research has shown a growth in math abilities when students are placed in an inclusive classroom (Choi et al., 2017; Cole et al., 2021; Kleinert et al., 2015). Kleinert et al. (2015), guided the question of how inclusion correlated with level of math skills. The study showed gains in student’s cognitive ability in math skills, and they made gains working independently (Kleinert et al., 2015). Strengthening inclusion models has also increased
the student achievement growth in math (Choi et al., 2017). Data from standardized testing has shown the impact of inclusion on students with disabilities in math. During the duration of three years, the study indicated growth when students were placed in an inclusive classroom. They achieved higher math scores and students were positively affected (Choi et al., 2017). Inclusion strategies such as cooperative learning and peer learning have also made a positive impact on student growth in math (Opitz et al., 2018). Implementing cooperative learning creates a successful environment for the impact of students with disabilities in math. Growth has been seen in computation and using other strategies that assist with addition and subtraction (Opitz et al., 2018). Social-Emotional Impact
The learning process is developed through social interactions and a connection with others (Tur-Porcar et al., 2021). Students with mild disabilities have a higher risk of behavioral
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EFFECTS OF INCLUSION 19
needs and supports (Zweers et al., 2021). When students are in an inclusive general education classroom, they receive those supports through many different means that have a positive impact.
Research has shown that when students are in an inclusive classroom, peer relationships and peer
modeling influence students with disabilities (Cavioni et al. 2017; Tur-Porcar et al., 2021; Zweers et al., 2021). According to Cavioni et al. (2017), students with mild disabilities join social groups and build friendships when in the mainstream classroom. These strategies and interactions promote self-confidence (Zweers et al., 2021). Social/emotional programs have also led to the positive impact of students with mild disabilities in a general education classroom (Cavioni et al., 2017). SEL programs have been proven to have a positive impact especially for students with disabilities (McCormick et al., 2019). These reduce behavior problems and reduce the risk of behavior problems developing. These programs also assist with regulating emotions, communication, setting goals, problem solving and decision making along with many more (McCormick et al., 2019). SEL programs support inclusion because they are taught in the regular classroom and students benefit from lessons that will support their academic and peer relationships (Cavioni et al. 2017). Implementing these into the general education classroom is beneficial for all students (McCormick et al., 2019). Research indicates that participation in evidence-based social and emotional learning curriculum increases social-emotional skills such as self-awareness, self-regulation and social awareness (Grant et al., 2007; Hart et al., 2021; McCormick et al., 2019). These curriculums are designed to be used with all students in the general education class. Students with disabilities have been shown to be positively impacted when participating in this instruction with their non-
disabled peers (Hart et al., 2021).
EFFECTS OF INCLUSION 20
Students with mild disabilities that are in an inclusive classroom have the advantage of learning from their peers and having peer support (Brocket al., 2015; Carter et al., 2015). This may lead to a positive impact on the student. There have been many studies that have proven the social benefits of peer support for students with disabilities (Arceneaux & Murdock 1997; Carter et al., 2015; McCurdy & Cole, 2014). While in the general education classroom students are exposed to many more influencing factors than if they were segregated in a special education classroom (McCurdy & Cole, 2014). These factors have benefited and has had a positive impact on students with mild disabilities (Carter et al., 2015). Some of these factors grant more access to
social interactions, developing more friendships and more social supports (Carter et al., 2015).
Definition of Significant Disabilities
Students may be defined as having a mild or significant disability. Students with a significant disability typically have more needs to be met in the classroom (Zebehazy, 2015). Students with severe disabilities are a part of significant cognitive disability (SCD) (Quick et al., 2020). These disabilities include down syndrome, autism, multiple disabilities and traumatic brain injuries. They also account for 1% of students receiving special education services. However, the number of students with these disabilities is rising (Quick et al., 2020). IDEA (2004), Students with significant disabilities are to be placed in an educational setting that will benefit and support them. This setting is becoming the general education room. These disabilities limit their academic and behavior functions (Zebehazy, 2015). They also affect their social skills, fine motor skills and sensory. These students have difficulty with their speech and have slow rates of learning (Quick et al., 2020). Students with significant disabilities also have behavior needs and require a lot of support in the classroom (Cavioni et al., 2017; Tur-Porcar et al., 2021).
EFFECTS OF INCLUSION 21
Down syndrome. Down syndrome is considered a developmental disability (Bills & Mills, 2020). Students with Down syndrome typically have speech and language delays. Language factors include expressive and vocabulary. Other obstacles include fine motor skills, hearing and vision difficulties, and short attention span. There are also cognitive delays that affect learning in the classroom. Some strengths these students have consists of short-term memory, and visual learning (Bills & Mills, 2020).
Multiple learning disabilities. Students with severe or profound and multiple learning disabilities (SPMLD), have more than one disability (Rogers & Johnson, 2018). These students can have trouble with language and communication. They may also have a sensory, fine motor or
a physical disability. Students with mental health needs also fall into this category. With many of
these disabilities, behavior may become a factor (Rogers & Johnson, 2018).
Traumatic brain injuries. Traumatic brain injuries are another type of significant disability. There are many different cognitive and developmental factors that are affected with this type of disability (Jantz, 2020). For some, it could be mild for others it could be severe. These types of disabilities vary for each person, so there are many different effects that are seen. These effects include behavior and emotional changes, cognitive changes such as memory and comprehension and physical changes such as complications completing physical tasks (Jantz, 2020). According to the Individuals with Disabilities Education Improvement Act (2004), students with disabilities are allowed access to the general education curriculum. This means that
accommodations and modifications eliminate barriers that do not allow students to achieve their goals and objectives. More and more students with significant disabilities are being placed in the general education classroom for an inclusive education setting (IDEA, 2004). “The U.S.
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EFFECTS OF INCLUSION 22
Department of Education stated IDEA presumes that the first placement option considered for each child with a disability is the regular classroom (Rogers & Johnson, 2018, p.3). However, students with significant disabilities are still separated due to the challenges in the general education classroom (Agran et al., 2020). One reason for this is because of the difficulties they face with academics. Challenges of Academic Learning
Students with significant disabilities are afforded the same opportunities to learn (IDEA, 2004). They should be given access to the general education curriculum, so they are able to make
progress toward grade-level standards (Taub et al., 2020). However, students with significant disabilities need foundational skills to be applied to grade-level concepts (Taub et al., 2020). Many curriculums are intended to meet grade level standards and not meet the needs of students with significant disabilities. Curriculums should include some foundational skills for these students that are already in the curriculum (Taub et al., 2020). These lessons are used by the general education teacher to help assist these students in an inclusive setting. “In embedded instruction, students are taught skills within the ongoing routines of the general education classroom” (Rogers & Johnson, 2018, p.6). They also help students make progress toward grade-
level abilities and standards. IDEA (2004) states that IEP goals allow access to the general education curriculum and accommodations and modifications are used to meet student needs. One research indicated that additional training and instruction time is needed, so teachers write effective IEPs with appropriate accommodations (Hott et al., 2020). They may adjust the curriculum and assist these students to make the instruction relevant to their life (Rogers & Johnson, 2018). When teachers are educated and familiar with aligning the curriculum to fitting the needs of these students, they are more successful (Hott et al., 2020).
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EFFECTS OF INCLUSION 23
Another challenge to the inclusion of students with severe disabilities is the perception that these students will not benefit when placing them in a general education classroom (Kauffman et al., 2016). Many people believe that students placed in a general education classroom will receive negative attention that might create more behaviors (Kauffman et al. 2016). Downing (2008), also agrees that there are conversations around the content of the general education classroom being too difficult and the stimuli too great. These perceptions and conversations lead to the separation of students with severe disabilities because people believe that is what is better for them and that they will receive a better education with teachers that are trained to work specifically with these students (Downing, 2008). Along with the stigma that challenges putting students with severe disabilities in the general education classroom, there is also the teacher experience that becomes a challenge (Agran et al., 2020). Most general education teachers do not have the training, or the preparation to implement supports in the classroom for these students. Even special education teachers, that do not have license specifically for students with a severe disability, might not feel prepared to support these students (Agran et al., 2020). When teachers do not feel comfortable, a different setting might be suggested so the student may benefit from more specialized teacher (Tristani & Bassett-Gunter, 2020). Agran et al. (2020), also suggests that when teachers do not have knowledge or training, they might not also know the benefits of students in an inclusive classroom. When students with severe disabilities are put into a general education classroom, it may be a challenge for teachers to meet the needs of these students without proper knowledge and training (Tristani & Bassett-Gunter, 2020). Many school districts are implementing this inclusive setting without offering professional development to assist teachers with these needs (Daane et al., 2000). This includes modifications and accommodations in an inclusive classroom.
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EFFECTS OF INCLUSION 24
For that to happen, teachers benefit from having the proper training to implement the process (Agran et al., 2020; Tristani & Bassett-Gunter, 2020).
A teacher’s attitude toward inclusion may also be a barrier (Lacruz-Perez et al., 2021). Research has found that when teachers are trained on inclusive practices, they have a better attitude and therefore embrace an inclusion classroom (Lacruz-Perez et al., 2021; Sharma et al., 2008). A teacher’s attitude plays a large role in the success of his or her students. “Teachers’ attitudes are important for the successful implementation of inclusive education and contributing great impact on the teacher-learning process in the classroom (Sharma et al., 2008 p. 773). When
teachers have a negative attitude, it effects their classroom and their teaching toward those students. Many researchers believe it is due to lack of training (Daane, C.J., et al. 2000; Sharma et al., 2008; Snigh et al., 2020). As legislation and laws have changed for inclusion, teachers’ roles have changed in the classroom. Even the positivity of and support from the administration affects the teacher’s attitude of inclusion in the general education classroom (Daane et al., 2000).
Students with severe disabilities exhibit behavioral needs in the classroom. Paraprofessionals address these challenging behaviors and provide interventions to assist with the student in the general education classroom (Walker et al., 2021). Challenges of Social Emotional Learning
One factor of inclusion is giving students the opportunity to improve on their social and emotional learning to give them an opportunity to improve social skills, problem solving skills and conflict resolution. (Cavioni et al., 2017; Grant et al., 2017). The idea of inclusion is putting students with severe disabilities into a general education classroom where they are able to learn and practice these skills from their peers (Cavioni et al., 2017). Having a friendly-learning environment is an important factor when placing students in a general education classroom (Tur-
Porcar et al., 2021). Evidence has shown that development of social-emotional skills can
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EFFECTS OF INCLUSION 25
improve student communication and prevent aggressive behaviors. The improvement in social-
emotional skills also helps with the development of academic skills (Tur-Porcar et al., 2021). Students that have severe disabilities and are segregated from their peers have fewer opportunities to establish friendships, and have low self-esteem (Cavioni et al., 2017). Behavioral Difficulties Challenging behavior are actions that prohibit a student’s ability to properly engage in classroom activities and routines (Rahn et al., 2017). Students that have severe disabilities exhibit more of these behaviors in the classroom (Cavioni et al., 2017). These behaviors include difficulties with social situations, conflict resolutions, and aggressive behaviors. Students may have a lack of control with impulse and empathy (Cavioni et al., 2017). These behaviors distract from the learning environment (Rattaz et al., 2020). These behaviors have made inclusion more difficult because they have a negative impact. It also has shown an increase in placing students with severe disabilities in a special education classroom because of the challenging behavior (Rattaz et al., 2020). Studies have shown even paraprofessionals spend much of their time focusing on students’ challenging behavior in the classroom (Rattaz et al., 2020; Walker et al., 2021). Emotional difficulties Students with severe disabilities often show more emotional challenges such as low self-
esteem and depression (Zweers et al., 2020). These factors can affect their relationships with peers and adults. Poor relationships play a factor with behavior, social and academic needs in the
classroom. (Zweers et al., 2020). Students with severe disabilities such as Autism have difficulties communicating, responding to emotions and social interactions (Beaumont et al., 2019). When students have a challenging time with social interaction and responding
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EFFECTS OF INCLUSION 26
appropriately, they experience peer rejection and even bullying. This has been seen to affect their
mental health and difficulties in the future (Beaumont et al., 2019; Zweers et al., 2020). Interventions are needed to assist students; however, lack of resources inhibit to meet the needs of these students. Resource Needs
Social emotional programs. Social Emotional Learning (SEL) programs are interventions to help improve the social skills of students with disabilities (McCormick et al., 2019; Beaumont et al., 2019). Research has seen the outcomes that these programs and interventions have on developing skills essential for the future (McCormick et al., 2019). Schools, administrators and teachers have a challenging time implementing these interventions in
the classroom. With a minimal number of resources, special education students that need these interventions often receive them segregated from their peers (Zweers et al., 2021). Teachers also do not feel prepared to instruct these interventions due to a lack of training (Hind et al., 2019). The challenge becomes using the correct methods for instructing these students with appropriate SEL lessons to help them develop. This also discourages the awareness of skills and support for these students (Hind et al., 2019).
Analysis
The literature collected suggested many effects inclusion has on students with significant disabilities in all areas of learning and social emotional indicators as well as the impact it has already had on students with mild disabilities. The history of inclusion was developed through court cases and laws against the segregation of students with disabilities (Agran et al., 2020; IDEA, 2004; Marling & Burns, 2014). These were created so students would have access to the general education curriculum, and they were in the Least Restrictive Environment (Francisco et
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EFFECTS OF INCLUSION 27
al., 2020; Kauffman & Gary, 2020). Research suggests the positive impact of students being integrated in the regular classroom along with creating objectives and goals intertwined with the regular curriculum in both math and reading (Butler & Nasser, 2020; Choi et al., 2017; Cole et al., 2004; Cole et al., 2021; Kleinert et al., 2015; Tremblay, 2013). According to the literature, reading and math scores both grew due to collaboration, peer modeling and supports (Choi et al.,
2017; Cole et al., 2021; Kleinert et al., 2015). These are all effects of students with disabilities being included in the general education classroom. The literature also found that there are many different methods and practices of inclusion.
These practices vary because each student with an IEP has different needs (Choi et al., 2020; Francisco et al., 2020; U.S. Department of Education, n.d). These different types of implementations consist of paraprofessionals for one-on-one support, push in and pull-out services as well as co-teaching. Paraprofessionals in the classroom have a positive effect because
of the one-on-one support they provide (Walker et al., 2021). They help grow students academically and socially by modifying the teacher’s directions and assisting with behaviors (Gifford et al., 2018). Co-teaching is another practice that has shown an effect in an inclusive classroom because of the implementation of two teachers that support students (Buli-Holmberg, & Jeyaprathaban, 2016; Swicegood & Miller, 2015). Literature and the research have shown the positive effects of inclusion on students with mild disabilities. However, there are still barriers that cause students with significant disabilities to be segregated from their peers. Students with significant disabilities tend to have more needs than students with mild disabilities (Quick et al., 2020). Therefore, resources are still needed in school districts to help support these students (Zaldivar & Curtis, 2019). Teachers need the proper training in order to efficiently assist students with different needs (Sahan, 2021; Vaughan
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EFFECTS OF INCLUSION 28
& Anderson, 2016). This includes curriculum to support academic needs is required for teachers to properly implement instruction in their classroom (McMurray & Thompson, 2016; Sunardi et al., 2014). The literature supports the need for proper training and differentiated curriculum for a positive impact on academic needs (Rogers & Johnson, 2018; Taub et al., 2020). Inclusion also has a positive impact on a student’s social-emotional needs (Cavioni et al. 2017; Tur-Porcar et al., 2021; Zweers et al., 2021). The literature suggests students with disabilities can develop more relationships, learn socially and have less behavior needs when in an inclusive environment (Zweers et al., 2021). Peer support programs and social emotional programs also effect students in an inclusive classroom (Grant et al., 2007; Hart et al., 2021). Even though the research suggests positive impacts for social-emotional learning, students with significant disabilities still have a challenge receiving these programs (Cavioni et al., 2017). They exhibit behaviors in the classroom that causes disruptions and have a hard time socially communicating with others (Rattaz et al., 2020; Zweers et al., 2020). Resources and training are also needed to implement these programs to have an effect (McCormick et al., 2019; Beaumont et al., 2019). There are many impacts inclusion has on students with significant disabilities which include academics and social-emotional growth. There are many barriers for implementing inclusion with students with significant disabilities which include behavior, teacher training and resources (Grant et al., 2007; Hart et al., 2021; Zaldivar & Curtis, 2019). In conclusion, although there are barriers to implementing inclusion, the impact on academic and social-emotional are greater than the challenges. Application
This research confirms the validity of how important inclusion is to students with
significant disabilities. Conversations and ideas continue about what is best for students.
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EFFECTS OF INCLUSION 29
However, the research shows there are many positive impacts that inclusion has had on students
with mild disabilities both with academic and social interventions (Choi et al., 2017; Cole et al.,
2021; Kleinert et al., 2015). Students with significant disabilities can benefit from those same
interventions. There are many strategies that teachers can use to make an inclusive environment
successful. They are able to implement these interventions in connection with the general
education curriculum to support the academic and social-emotional learning needs. However,
there are many barriers that school districts and educators need to overcome to meet the needs of
these students. There are many ways students in our district can be impacted by the different practices of
inclusion. Academically and social-emotionally, students can benefit from the support of
paraprofessional support and both the general and special education teacher. This means more
educator training on inclusion is essential. The research suggested how important training is for
educators to know and appropriately use interventions to use with students (Agrun et al., 2020;
Tristani & Bassett-Gunter, 2020; Vaughan & Anderson, 2016). Many programs for teachers do
not cover students with disabilities needs. Additional professional developments and learning
will need to be done by the teacher to apply the knowledge in the classroom. Our school district
needs to provide more training, so teachers can incorporate these strategies and interventions into
the classroom. Paraprofessionals can also benefit from training on how to support students with
significant disabilities in the classroom. This way they are have the tools and resources to
support students. If training is not available from the district, teachers can take it upon
themselves to find different methods of learning different interventions and strategies. It is
important with more and more students with disabilities to learn and be educated with their
needs. With training, they would be able to support these students more efficiently.
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EFFECTS OF INCLUSION 30
I found another important indicator of successful inclusion that our school could
implement is more collaboration with teachers. Research suggest that teachers approach
instruction in many ways and therefore collaboration is a strategy for successful inclusion
(Hansen et al., 2020; Messiou, 2019). Teachers have different ideas that could benefit different
students. When teachers have time to collaborate, they can share these ideas that might be
beneficial. Having time to collaborate is one barrier researchers found when trying to implement
inclusion. Voltz et al., (1994) states that if teachers are allowed more time to collaborate that
may be the largest factor for successful collaboration. This requires more time and more training
especially if teachers are going to co-teach. Our special education teachers are pushing into the
classroom more to support students, however it is hard to find time to collaborate. As an educator
it is important to discuss strategies, interventions, lesson plans and many more factors to help
make students successful. I can make these a priority when working with students with
significant disabilities to improve their time in the general education classroom. When implementing inclusion practices into my own classroom, I want to look at what is best for the student. Each student’s IEP is different, so it is essential to develop a plan based upon the individual needs. Delivering instruction in a variety of ways can reach the different needs of your students. This means different implementation practices in the classroom. Teachers can implement these different practices based upon the needs and IEP of the student. Co-teaching is a great method of delivery to help support students. Both teachers help make the student more successful in an inclusive classroom because of the teacher's collaboration, instruction and support (Buli-Holmberg, & Jeyaprathaban, 2016). The support of two teachers will greatly impact the academic and social-emotional learning of the student. Co-
teaching can look many different ways in the classroom. Friend et al (2010), suggested that co-
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EFFECTS OF INCLUSION 31
teaching should be varied based upon the needs of the students. Since our school already implements MTSS and a three-tiered system of support with small groups and interventions, it would be effortless to bring in the special education teacher to assist one of the intervention groups. Bringing in the special education teacher during a math lesson to support students would also be a way to implement varied methods of co-teaching for support. There are numerous ways
that co-teaching can fit into our school and districts classrooms. Engagement is another strategy that can be implemented into an inclusive classroom.
Research has found that engagement has an impact on students’ learning and motivation (Martin
& March 2009; Pakarinen et al., 2017). I can include more engagement strategies by connecting
their learning to the real world. This will help students see the importance of each concept they
are learning. Using group work and collaboration will not only provide engagement, but it will
also help with social-emotional strategies. When working with other peers, students with
disabilities can see how to communicate with others, see different strategies of how to solve a
problem and learn from their others. This can lead to sharing and responding to other’s work,
which is another form of engagement. Implementing these strategies can create a successful
inclusive environment that would benefit all students with disabilities. Incorporating peer support would also be beneficial to an inclusive classroom. I have
seen cases where students can learn better from other students. It could be the way they are
introducing a strategy, that helps them understand better. Implementing a peer support group in
the classroom is a way for students to learn socially, learn how to problem solve with other peers
and gain confidence. The learning process is developed through social interactions and a
connection with others (Tur-Porcar et al., 2021). Students with significant disabilities can be
assigned to one or two students that want to participate in assisting with different needs. For
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EFFECTS OF INCLUSION 32
example, they can volunteer to play with them on the playground or read with them in the
classroom. These social interactions can help both students. I found curriculum to be another barrier when implementing an inclusive classroom. A
curriculum that includes interventions and strategies for students with disabilities can have a
great impact. Curriculums should include some foundational skills for these students that are
already in the curriculum (Taub et al., 2020). Math and reading programs can incorporate
foundational skills with grade level content to support those struggling students. Inclusion has
shown academic advantages in reading for students with disabilities (Cole et al., 2004; Tremblay,
2013). Curriculums can also include intervention practices teachers can implement into the
classroom. These intervention plans can help general education teachers that might not have the
proper training to assist in planning lessons to support their students. Social-emotional programs will also impact students in the classroom. Many times, these
programs are not prioritized in classroom due to time constraints. However, research has found
that students can benefit from these programs and practicing these skills in the classroom.
Research has seen the outcomes that these programs and interventions have on developing skills
essential for the future (McCormick et al., 2019). These lessons can be implemented with
academic lessons if time is a factor. “In embedded instruction, students are taught skills within
the ongoing routines of the general education classroom” (Rogers & Johnson, 2018, p.6).
Students can use social-emotional lessons to communicate, work together and problem solve.
Based on the research findings students have better success when they are explicitly taught the
skill, then are able to practice. Research indicates that participation in evidence-based social and
emotional learning curriculum increases social-emotional skills such as self-awareness, self-
regulation and social awareness (Grant et al., 2007; Hart et al., 2021; McCormick et al., 2019).
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EFFECTS OF INCLUSION 33
This research has been beneficial for learning new strategies for an inclusive classroom. I
have had many students with disabilities in the classroom, however, have not received the proper
training, like many teachers to implement useful strategies. Further research and studies may
help gather more data for how important inclusion is to students with disabilities and how to
better support them. Educating teachers and providing the proper training will help with making
inclusion successful. Conclusion
There are many effects to inclusion for students with significant disabilities. The development of inclusion has been progressing for many years. The implementation looks different depending on the student and situation. However, there are many resources that educators still need to help make inclusion successful. Most studies found that when teachers were trained specifically on inclusion education, they showed a large area of improvement towards attitudes and intervention strategies (Trastani & Bassett-Gunter, 2020; Welborn, 2019). Students with mild disabilities have already shown a positive impact both academically and socially. In addition to peer support and interventions, they have been able to show growth in
both math and reading when teachers use inclusion strategies. Studies and research have shown a
growth in math abilities when students are placed in an inclusive classroom (Choi et al., 2017; Cole et al., 2021; Kleinert et al., 2015). The inclusion of students with significant disabilities has seen more challenges academically and socially. Educators find it more difficult to meet the needs of these students due to lack of training and resources. However, researchers have seen the
positive impact of inclusion on students with disabilities, and educators implementing these strategies will help meet the needs of these students to be successful.
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EFFECTS OF INCLUSION 34
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