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Running head: 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 6/2/2021 Dr. Vikki Hennard

EFFECS OF INCLUSION 2 Table of Contents Introduction 3 Review of the Literature 4 Analysis 5 Application 6 Conclusion 7 References 8

EFFECS OF INCLUSION 3 The Effects of Inclusion on Students with Significant Disabilities, in Upper Elementary, in all Areas of Learning, Social and Emotional needs . Inclusion is providing all students with an education in the same classroom. 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). 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). 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). Inclusion can have many different practices and look different depending on the student and situation (Schwab et al., 2015). Some students with severe disabilities have one on one support. A paraprofessional is placed in the general education classroom to support the student with academics and social interactions (Feldman & Matos, 2013). Students with disabilities might have to be pulled out to the special education classroom for a specific subject or the special education teacher might push in to the general education classroom. When the special education teacher teaches with the general education teacher, this is referred to as co-teaching. Friend et al. (2010), defines co-teaching as the special education teacher and the general education teacher instructing together to meet the needs of all students in the classroom. Another inclusion practice might be that the student with disabilities is in the general education classroom full time and just needs accommodated or modified assignments. 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

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EFFECS OF INCLUSION 4 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). Placing students with mild disabilities in an inclusive classroom has an impact on their academic and social-emotional needs (McMurray & Thomson, 2016; Zweers et al., 2021). 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., 2018). Inclusion also helps students with feeling more socially accepted (Anderson, 2021). 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 (Johnson et al., 2020). Multiple disabilities can also include movement, sensory and behavior difficulties. 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. Academic challenges are one factor when placing students with severe disabilities in an inclusive classroom. All students are required access to the general education curriculum. Additional programs and interventions are required to support students with their individual

EFFECS OF INCLUSION 5 needs (Johnson et al., 2020). Along with instruction challenges, there are also difficulties with teachers being prepared and trained to provide these interventions along with their attitude toward having students in the general education room. Another challenge for students with severe disabilities, in an inclusive setting, is providing social and emotional learning. These students require support and interventions in this area just like academics. Students can lack social awareness and have behavioral needs that make it difficult in a general education classroom (Zweers et al., 2021). Students with cognitive sensory and behavioral disabilities need more social and emotional support (Hind et al., 2019). There are many impacts that have been seen for students with mild disabilities, educators What are the effects of inclusion on students with significant disabilities, in upper elementary, in all areas of learning, social and emotional needs? 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 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

EFFECS OF INCLUSION 6 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 that students are placed where in an environment where the student’s learning needs can be met. There is no direct guideline that students have to be placed in the general education classroom (Marling & Burns, 2014). In 2004, IDEA became more specific and restated that 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 have the same opportunities as their general education peers. This includes providing assistance so they are able to 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).

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EFFECS OF INCLUSION 7 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 of 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. They do this by creating an Individualized Education Plan (IEP). This starts the implementation process for inclusion. According to also suggests that IEPs can make sure that students are getting more time in the general education classroom at their grade level. Changes to the IEP team were also created to Francisco et al. (2020) This document contains information about the accommodations, learning needs, goals and objectives for each student with a disability. 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). Choi et al. (2020) help the implementation process to the general education classroom (Francisco 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. 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 enviornment (Choi et al., 2020; Sailor et al., 2021; Thurlow et al., 2020). Students are in their regular classrooms for

EFFECS OF INCLUSION 8 tier 1 instruction. 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. According to Leach & 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 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

EFFECS OF INCLUSION 9 with severe disabilities are placed with a paraprofessional for 1:1 support (Gifford et al., 2018). They are able to 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 can provide appropriate lessons, modified and accommodated curriculum to support the student with disabilities. There can also be 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 teaching pushing into the general education classroom. The collaboration of the two teachings along with instruction is becoming more widely used so students receive multiple types of instructions (Friend et al., 2010). Co- Teaching

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EFFECS OF INCLUSION 10 One instructional practice that helps develop academic skills in students with mild disabilities is co-teaching (Bowlin et al., 2015). Students with disabilities have extra support with in an inclusive classroom. Instead of pulling them out to the special education classroom, the special education teacher can go into the general education classroom. “Co-teaching is an instructional delivery method that is consistently used to provide educational support to students with disabilities (Brown, Howerter, & Morgan, 2013, p. 89). 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 are able to use the general education curriculum to apply objectives through the best practices. Teachers are able to use their expertise in each field to meet the needs of students. They can progress monitor and use informal assessments to assess students’ learning (Swicegood & Miller, 2015). Teaching of diverse students takes different instructional strategies that can be 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 can plan 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).

EFFECS OF INCLUSION 11 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. Research suggests that when teachers use evidence-based practices along with interventions for students, they have an increased chance of positive outcomes (Trastani & Bassett-Gunter, 2020). Collaboration, the proper training and professional development are other factors to increase positive outcomes. Proper training including professional development is not only for teachers, but for administration and even superintendent (Welborn, 2019). Inclusion training doesn’t 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). Research findings suggest that teachers need more training so their teaching strategies can be more effective (Trastani &

EFFECS OF INCLUSION 12 Bassett-Gunter, 2020). 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 implement interventions (Sharpe, 2013). 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 different 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). 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

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EFFECS OF INCLUSION 13 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 can 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 One method that researchers and schools have found effective is teaching students without disabilities how to help students with disabilities (Silveira-Zaldivar & Curtis, 2019). More resources and programs are encouraging peer support (Silveira-Zaldivar & Curtis, 2019; Carter et al. 2015). Students with disabilities that are involved in peer support have more positive social interactions, increase their academic engagement and develop more friendships (Carter et al., 2015; Vlachou & Stavroussi, 2016; Brock & Carter, 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 peer support on a student with behavior needs (Arceneaux & Murdock, 1997). A 7-

EFFECS OF INCLUSION 14 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 actually 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 classrooms. Teachers that have a lack of experience find it difficult to have students

EFFECS OF INCLUSION 15 with disabilities in the general education classroom and have a hard time seeing the benefits (Agrun et al., 2002). Effective practices are also essential for successful inclusion. More is necessary to encourage inclusion in the classroom (Agrun 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 consist 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 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

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EFFECS OF INCLUSION 16 al. 2018). 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. 2018). 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 can be 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. 2018; 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) “The ability to read includes decoding and comprehension” (Nation & Norbury, 2005 p.21).. Research has shown that students in an inclusive classroom showed growth in reading skills based upon standardized test scores (Butler

EFFECS OF INCLUSION 17 & 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 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 can have a positive

EFFECS OF INCLUSION 18 impact. Research has shown that when students are in an inclusive classroom, peer relationships and peer modeling can 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 can 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 can 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 can 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). 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

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EFFECS OF INCLUSION 19 can 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 (Carter et al., 2015). While in the general education classroom students are exposed to many more influencing factors than if they were segregated in a special education classroom. All of these factors have benefited and has had a positive impact on students with mild disabilities. Carter et al. (2015), lists some of these factors as more access to social interactions, developing more friendships and more social supports. 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). Down syndrome is considered a developmental disability (Bills & Mills, 2020). Students with Down syndrome typically have speech and language delays. Language factors include

EFFECS OF INCLUSION 20 expressive and vocabulary. Other obstacles include fine motor skills, hearing and vision difficulties, and short attention span. There can also be cognitive delays that can affect learning in the classroom. Some strengths these students have consists of short-term memory, and visual learning (Bills & Mills, 2020). 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 can 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 can become a factor (Rogers & Johnson, 2018). 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. 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,

EFFECS OF INCLUSION 21 students with disabilities are still separated due to the challenges in the general education classroom. 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. They should be given access to the general education curriculum so they can make progress toward grade-level standards (Taub et al., 2020). However, students with significant disabilities need foundational skills so they can apply those concepts to grade level content. 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 can 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 are able to write effective IEPs with appropriate accommodations (Hott et al., 2020). They are able to make adjustments to the curriculum and can 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 can be more successful. 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 classrooms

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EFFECS OF INCLUSION 22 (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. 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 can benefit from more specialized teacher. 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 can be a challenge for teachers to meet the needs of these students without proper knowledge and training. 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. For that to happen, teachers need to have the proper training to implement the process.

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EFFECS OF INCLUSION 23 A teacher’s attitude toward inclusion can also be a barrier. 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). A teacher’s attitude plays a large role in the success of his or her students. “Teachers’ attitudes is 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 can affect the teacher’s attitude of inclusion in the general education classroom (Daane et al., 2000). Students with severe disabilities can exhibit behavioral needs in the classroom. Paraprofessionals can 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. This would give students the opportunity to improve social skills, problem solving skills and conflict resolution. The idea of inclusion is putting students with severe disabilities into a general education classroom where they can learn and practice these skills from their peers. 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 improve student communication, and prevent aggressive behaviors. The improvement in social-emotional skills can also help with the development of academic skills (Tur-Porcar et al., 2021). Students that have severe disabilities and are segregated from

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EFFECS OF INCLUSION 24 their peers can have fewer opportunities to establish friendships, and have low self-esteem (Cavioni et al., 2017). Even though their many benefits to having students with severe disabilities in the general education classroom, there can be challenges that arise also. 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 can exhibit more of these behaviors in the classroom (Cavioni et al., 2017). These behaviors can include difficulties with social situations, conflict resolutions, and aggressive behaviors. Students can have a lack of control with impulse and empathy (Cavioni et al., 2017). These behaviors can 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 can play a factor with behavior, social and academic needs in the classroom. (Zweers et al., 2020). Students with severe disabilities such as Autism can have difficulties communicating, responding to emotions and social interactions (Beaumont et al., 2019). When students have a challenging time with social interaction and responding appropriately they can experience peer rejection and even bullying. This has been seen to affect

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EFFECS OF INCLUSION 25 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 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 amount of resources, special education students that need these interventions often have to 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).

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EFFECS OF INCLUSION 26 Analysis The literature collected suggested many effects inclusion can have 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 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.

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EFFECS OF INCLUSION 27 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 implementation consist of paraprofessionals for one on one support, push in and pull out services as well as co-teaching. Paraprofessionals in the classroom can have a positive effect because of the one on one support they provide (Walker et al., 2021). They can 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 can 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 & 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

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EFFECS OF INCLUSION 28 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 can have 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.

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EFFECS OF INCLUSION 29 Application

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EFFECS OF INCLUSION 30 Conclusion

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EFFECS OF INCLUSION 31 References Anderson, K. P. (2021). The Relationship between Inclusion, Absenteeism, and Disciplinary Outcomes for Students with Disabilities. Educational Evaluation and Policy Analysis , 43 (1), 32–59. Agran, M., Alper, S., & Wehmeyer, M. (2002). Access to the general curriculum for students with significant disabilities: What it means to teachers. Education and Training in Mental Retardation and Developmental Disabilities , 37, 123-133. Agran, M., Jackson, L., Kurth, J. A., Ryndak, D., Burnette, K., Jameson, M., Zagona, A., Fitzpatrick, H., & Wehmeyer, M. (2020). Why Aren’t Students with Severe Disabilities Being Placed in General Education Classrooms: Examining the Relations among Classroom Placement, Learner Outcomes, and Other Factors. Research and Practice for Persons with Severe Disabilities , 45 (1), 4–13. Al Shoura, H. M., & Ahmad, A. C. (2020). Inclusive Education for Students with Severe or Profound and Multiple Learning Difficulties: Identification of Influencing Factors and Challenges. South African Journal of Education , 40 . Arceneaux, M. C., & Murdock, J. Y. (1997). Peer prompting reduces disruptive vocalizations of a student with developmental disabilities in a general eighth-grade classroom. Focus on Autism and Developmental Disabilities , 12, 182–186. Bailey, J., & Baker, S. T. (2020). A Synthesis of the Quantitative Literature on Autistic Pupils’ Experience of Barriers to Inclusion in Mainstream Schools. Journal of Research in Special Educational Needs , 20(4), 291–307. Beaumont, R. B., Smith-Merry, J., Costley, D., Howlin, P., Sofronoff, K., Roberts, J., Taffe, J. R., Gray, K. M., Clarke, K. S., Clark, T., Hodge, M. A., Horstead, S. K., & Einfeld, S. L.

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EFFECS OF INCLUSION 32 (2019). Implementation, Evaluation and Maintenance of a Social-Emotional Skills Training Program for Children with an Autism Spectrum Disorder in a Specialist School Setting. International Journal of Special Education , 34 (1), 95–108. Bills, K. L., & Mills, B. (2020). Teachers’ Perceptions towards Inclusive Education Programs for Children with Down Syndrome. Journal of Research in Special Educational Needs , 20 (4), 343–347. Blank, R. K., & Smithson, J. L. (2014). Analysis of Opportunity to Learn for Students with Disabilities: Effects of Standards-Aligned Instruction. Journal of Research in Education , 24 (1), 135–153. Bowlin, T. M., Bell, S. M., Coleman, M. B., & Cihak, D. F. (2015). Co-Teaching and collaboration: Preservice teachers’ knowledge, attitudes, and perceived sense of efficacy in teaching students with disabilities. Journal of the American Academy of Special Education Professionals , 37–57. Brock, M. E., & Carter, E. W. (2016). Efficacy of Teachers Training Paraprofessionals to Implement Peer Support Arrangements. Exceptional Children , 82(3), 354–371. Buli-Holmberg, J., & Jeyaprathaban, S. (2016). Effective Practice in Inclusive and Special Needs Education. International Journal of Special Education , 31(1), 119–134. Butler, J. M., & Nasser, K. O. (2020). Effective approaches in reducing reading discrepancy scores between students in general education and special education. Journal of Special Education Apprenticeship , 9(2). Cavioni, V., Grazzani, I., & Ornaghi, V. (2017). Social and Emotional Learning for Children with Learning Disability: Implications for Inclusion. International Journal of Emotional Education , 9 (2), 100–109.

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EFFECS OF INCLUSION 33 Choi, J. H., McCart, A. B., & Sailor, W. (2020). Reshaping Educational Systems to Realize the Promise of Inclusive Education. FIRE: Forum for International Research in Education , 6(1), 8–23. Cole, S. M., Murphy, H. R., Frisby, M. B., Grossi, T. A., & Bolte, H. R. (2021). The relationship of special education placement and student academic outcomes. Journal of Special Education, 54(4), 217–227. Cole, C. M., Waldron, N., & Majd, M. (2004). Academic progress of students across inclusive and traditional settings. Mental Retardation , 42, 136–144. Copeland, S. R., Keefe, E. B., Calhoon, A. J., Tanner, W., & Park, S. (2011). Preparing teachers to provide literacy instruction to all students: Faculty experiences and perceptions. Research and Practice for Persons with Severe Disabilities , 36, 126-141. Daane, C. J., Beirne-Smith, M., & Latham, D. (2000). Administrators’ and Teachers’ Perceptions of the Collaborative Efforts of Inclusion in the Elementary Grades. Education , 121 (2), 331. Downing, J. E. (2008). Including students with severe and multiple disabilities in typical classrooms: Practical strategies for teachers. Baltimore, MD: Paul H. Brookes. Duchaine, E. L., Jolivette, K., Fredrick, L. D., & Alberto, P. A. (2018). Increase engagement and achievement with response cards: science and mathematics inclusion classes. Learning Disabilities: A Contemporary Journal , 16(2), 157–176. Feldman, E. K., & Matos, R. (2013). Training Paraprofessionals to Facilitate Social Interactions between Children with Autism and Their Typically Developing Peers. Journal of Positive Behavior Interventions, 15(3), 169–179.

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EFFECS OF INCLUSION 34 Fisher, M., & Meyer, L. H. (2002). Development and social competence after two years for students enrolled in inclusive and self-contained educational programs. Research and Practice for Persons with Severe Disabilities , 27, 165-174 Francisco, M. P. B., Hartman, M., & Wang, Y. (2020). Inclusion and special education. Education Sciences , 10. Friend, M., Cook, L., Hurley-Chamberlain, D., & Shamberger, C. (2010). Co-Teaching: An illustration of the complexity of collaboration in special education. Journal of Educational and Psychological Consultation, 20, 9-27. Gifford, A., Redpath, C. C., & Lionello-DeNolf, K. M. (2018). Case Study: Extension of a Systematic Data-Based Reinforcement System to Increase Independence in Public- School Inclusion Settings to a Student with Down Syndrome and Intellectual Disability. Education and Treatment of Children , 41 (3), 345–356. Gokbulut, O. D., Akcamete, G., & Güneyli, A. (2020). Impact of Co-Teaching Approach in Inclusive Education Settings on the Development of Reading Skills. International Journal of Education and Practice , 8 (1), 1–17. Grant, S., Hamilton, L. S., Wrabel, S. L., Gomez, C. J., Whitaker, A., Leschitz, J. T., Unlu, F., Chavez-Herrerias, E. R., Baker, G., Barrett, M., Harris, M., & Ramos, A. (2017). Social and emotional learning interventions under the Every Student Succeeds Act: Evidence review. RAND Corporation. https:// rand.org/pubs/research_reports/RR2133.html Hansen, J. H., Carrington, S., Jensen, C. R., Molbaek, M., & Secher Schmidt, M. C. (2020). The Collaborative Practice of Inclusion and Exclusion. Nordic Journal of Studies in Educational Policy, 6(1), 47–57 .

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EFFECS OF INCLUSION 35 Hart, S. R., Domitrovich, C., Embry, D. D., Becker, K., Lawson, A., & Ialongo, N. (2021). The Effects of Two Elementary School-Based Universal Preventive Interventions on Special Education Students’ Socioemotional Outcomes. Remedial and Special Education, 42(1), 31–43. Henry, M., & Johnson, H. (2018). The Construction of an Appropriate Education Program by Florida Administrative Law Judges Pre-"Rowley," Post-"Rowley," and Post-IDEA 2004. Power and Education , 10 (1), 58–70. Hind, K., Larkin, R., & Dunn, A. K. (2019). Assessing Teacher Opinion on the Inclusion of Children with Social, Emotional and Behavioural Difficulties into Mainstream School Classes. International Journal of Disability, Development and Education , 66 (4), 424– 437. Hott, B. L., Morano, S., Peltier, C., Pulos, J., & Peltier, T. (2020). Are students with mathematics learning disabilities receiving FAPE?: Insights from a descriptive review of individualized education programs. Learning Disabilities Research & Practice , 35(4), 170–179. Hurwitz, S., Perry, B., Cohen, E. D., & Skiba, R. (2020). Special education and individualized academic growth: A longitudinal assessment of outcomes for students with disabilities. American Educational Research Journal , 57(2), 576–611. Individuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004). Retrieved from https://sites.ed.gov/idea/statute-chapter-33/subchapter-i/1401 .

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EFFECS OF INCLUSION 36 Jantz, P. B. (2020). Implementing Environmental Enrichment Strategies to Help Children Who Have Sustained a Moderate or Severe Traumatic Brain Injury. Support for Learning , 35 (3), 276–297. Jones, B. A. (2012). Fostering Collaboration in Inclusive Settings: The Special Education Students at a Glance Approach. Intervention in School and Clinic , 47 (5), 297–306. Johnson, D. R., Thurlow, M. L., Wu, Y.-C., LaVelle, J. M., & Davenport, E. C. (2020). IEP/Transition Planning Participation among Students with the Most Significant Cognitive Disabilities: Findings from NLTS 2012. Career Development and Transition for Exceptional Individuals , 43 (4), 226–239. Lacruz-Pérez, I., Sanz-Cervera, P., & Tárraga-Mínguez, R. (2021). Teachers’ Attitudes toward Educational Inclusion in Spain: A Systematic Review. Education Sciences , 11 . Leach, D., & Helf, S. (2016). Revisiting the Regular Education Initiative: Multi-Tiered Systems of Support Can Strengthen the Connection between General and Special Education. Journal of the American Academy of Special Education Professionals, 116–124. Lohbeck, A. (2020). Does Integration Play a Role? Academic Self-Concepts, Self-Esteem, and Self-Perceptions of Social Integration of Elementary School Children in Inclusive and Mainstream Classes. Social Psychology of Education: An International Journal , 23 (5), 1367–1384. Kauffman, J. M., & Hornby, G. (2020). Inclusive Vision versus Special Education Reality. Education Sciences, 10. Kauffman, J. M., Anastasiou, D., Badar, J., Travers, J. C., & Wiley, A. L. (2016). Inclusive education moving forward. In J. P. Bakken, F. E. Obiakor, & A. Rotatori (Eds.), General

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EFFECS OF INCLUSION 37 and special education in an age of change: Roles of professionals involved (Advances in Special Education, Vol. 32, pp. 153-178). Bingley, UK: Emerald Group. Kirby, M. (2017). Implicit Assumptions in Special Education Policy: Promoting Full Inclusion for Students with Learning Disabilities. Child & Youth Care Forum, 46(2), 175–191 . Kleinert, H., Towles-Reeves, E., Quenemoen, R., Thurlow, M., Fluegge, L., Weseman, L., & Kerbel, A. (2015). Where students with the most significant cognitive disabilities are taught: Implications for general curriculum access. Exceptional Children , 81(3), 312– 328. Kurth, J. A., & Mastergeorge, A. M. (2012). Impact of setting and instructional context for adolescents with autism. The Journal of Special Education , 46, 36-48. Kurth, J. A., Ruppar, A. L., Toews, S. G., McCabe, K. M., McQueston, J. A., & Johnston, R. (2019). Considerations in placement decisions for students with extensive support needs: An analysis of LRE statements. Research and Practice for Persons with Severe Disabilities, 44(1), 3–19 Lakkala, S., Uusiautti, S., Kyrö-Ämmälä, O., & Grönfors, P. (2020). Students’ social self-Image and engagement with studies within the classroom: A qualitative multimethod research on teachers’ pedagogical activities in inclusive education. International Journal of Whole Schooling, 16(1), 35–60. Loreman, T., Sharma, U. & Forlin, C. (2013) Do preservice teachers feel ready to teach in inclusive classrooms? A four country study of teaching self-efficacy, Australian Journal of Teacher Educa-tion, 38(1), 27

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EFFECS OF INCLUSION 38 Martin, A. J., & Marsh, H. V. (2009). Academic resilience and academic buoyancy: Multidimensional and hierarchical conceptual framing of causes, correlates and cognate constructs. Oxford Review of Education , 35, 353-370. McCormick, M. P., Neuhaus, R., Horn, E. P., O’Connor, E. E., White, H. I., Harding, S., Cappella, E., & McClowry, S. (2019). Long-Term Effects of Social-Emotional Learning on Receipt of Special Education and Grade Retention: Evidence from a Randomized Trial of “INSIGHTS.” AERA Open , 5 (3). McCurdy, E. E., & Cole, C. L. (2014). Use of a Peer Support Intervention for Promoting Academic Engagement of Students with Autism in General Education Settings. Journal of Autism and Developmental Disorders , 44(4), 883–893. McMurray, S., & Thompson, R. (2016). Inclusion, Curriculum and the Rights of the Child. Journal of Research in Special Educational Needs , 16 , 634–638. Messiou, K. (2019). Collaborative Action Research: Facilitating Inclusion in Schools. Educational Action Research , 27 (2), 197–209. Nation, K., & Norbury, C.F., (2005). Why reading comprehension fails: Insights from developmental disorders. Topics in Language Disorders , 25(1), 21-32. Opitz, E. M., Grob, U., Wittich, C., Häsel-Weide, U., & Nührenbörger, M. (2018). Fostering the computation competence of low achievers through cooperative learning in inclusive classrooms: A longitudinal study. Learning Disabilities : A Contemporary Journal , 16(1), 19–35. Pakarinen, E., Lerkkanen, M. K., Poikkeus, A. M., Rasku-Puttonen, H., Eskelä-Haapanen, S., Siekkinen, M., & Nurmi, J. E. (2017). Associations among teacher-child interactions,

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EFFECS OF INCLUSION 39 teacher curriculum emphases, and reading skills in grade 1. Early Education and Development , 28(7), 858-879 Quick, N., Roush, J., Erickson, K., & Mundy, M. (2020). A Hearing Screening Pilot Study with Students with Significant Cognitive Disabilities. Language, Speech, and Hearing Services in Schools , 51 (2), 494–503. Rahn, N. L., Coogle, C. G., Hanna, A., & Lewellen, T. (2017). Evidence-Based Practices to Reduce Challenging Behaviors of Young Children with Autism. Young Exceptional Children , 20 (4), 166–178. Rattaz, C., Munir, K., Michelon, C., Picot, M.-C., Baghdadli, A., Baghdadli, A., Baghdadli, A., Chabaux, C., Chatel, C., Cohen, D., Damville, E., Geoffray, M.-M., Gicquel, L., Jardri, R., Maffre, T., Novo, A., Odoyer, R., Oreve, M.-J., Périsse, D., … Vespirini, S. (2020). School Inclusion in Children and Adolescents with Autism Spectrum Disorders in France: Report from the ELENA French Cohort Study. Journal of Autism and Developmental Disorders , 50 (2), 455–466. Rexroat-Frazier, N., & Chamberlin, S. (2019). Best Practices in Co-Teaching Mathematics with Special Needs Students. Journal of Research in Special Educational Needs , 19 (3), 173– 183. Rogers, W., & Johnson, N. (2018). Strategies to Include Students with Severe/Multiple Disabilities within the General Education Classroom. Physical Disabilities: Education and Related Services , 37 (2), 1–12. Rouse, M. (2008) Developing inclusive practice: A role for teachers and teacher education, Educa-tion in the North, 16(1), 6–13

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EFFECS OF INCLUSION 40 Sahan, G. (2021). An Evaluation of Pre-Service Teachers’ Competences and Views Regarding Inclusive Education. International Journal of Education and Literacy Studies , 9 (1), 150– 158. Sailor, W., Skrtic, T. M., Cohn, M., & Olmstead, C. (2021). Preparing Teacher Educators for Statewide Scale-Up of Multi-Tiered System of Support (MTSS). Teacher Education and Special Education , 44 (1), 24–41. Schwab, S., Holzinger, A., Krammer, M., Gebhardt, M., & Hessels, M. G. P. (2015). Teaching Practices and Beliefs about Inclusion of General and Special Needs Teachers in Austria. Learning Disabilities: A Contemporary Journal , 13 (2), 237–254. Sharpe, T. Y. (2013). Educational Outcomes for Students with Special Needs: The Impact of Support and Resources on Teachers’ Perceptions. Journal of the American Academy of Special Education Professionals, 132–138. Sharma, U., Forlin, C., & Loreman, T. (2008). Impact of Training on Pre-Service Teachers’ Attitudes and Concerns about Inclusive Education and Sentiments about Persons with Disabilities. Disability & Society , 23 (7), 773–785. Sigstad, H. M. H. (2017). Successful Inclusion of Adolescent Students with Mild Intellectual Disabilities--Conditions and Challenges within a Mainstream School Context. International Journal of Special Education , 32 (4), 767–783. Silveira-Zaldivar, T., & Curtis, H. (2019). “I’m Not Trained for This!” and Other Barriers to Evidence-Based Social Skills Interventions for Elementary Students with High Functioning Autism in Inclusion. International Electronic Journal of Elementary Education, 12(1), 53–66.

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EFFECS OF INCLUSION 41 Singh, S., Kumar, S., & Singh, R. K. (2020). A Study of Attitude of Teachers towards Inclusive Education. Shanlax International Journal of Education , 9 (1), 189–197. Skinner, E. A., Pitzer, J. R., & Steele, J. S. (2016). Can student engagement serve as a motivational resource for academic coping, persistence, and learning during late elementary and early middle school? Developmental Psychology , 52(12), 2099-2117. Solone, C. J., Thornton, B. E., Chiappe, J. C., Perez, C., Rearick, M. K., & Falvey, M. A. (2020). Creating collaborative schools in the united states: A Review of Best Practices. International Electronic Journal of Elementary Education , 12 (3), 283–292. Sunardi, Maryardi, & Sugini. (2014). The Effectiveness of a Two-Day Inclusion Workshop on Teachers’ Attitudes, Understanding, and Competence in Inclusive Education. World Journal of Education , 4 (5), 77–85. Swicegood, P., & Miller, M. (2015). Co-Teaching Students with Mild to Moderate Disabilities Using Literature-Based Reading Instruction. Texas Journal of Literacy Education , 3 (2), 69–80. Taub, D. A., McCord, J. A., & Ryndak, D. L. (2017). Opportunities to Learn for Students with Extensive Support Needs: A Context of Research-Supported Practices for All in General Education Classes. Journal of Special Education, 51(3), 127–137. Thompson, J. R., Walker, V. L., Shogren, K. A., & Wehmeyer, M. L. (2018). Expanding Inclusive Educational Opportunities for Students with the Most Significant Cognitive Disabilities through Personalized Supports. Intellectual and Developmental Disabilities, 56(6), 396–411. Thurlow, M. L., Ghere, G., Lazarus, S. S., Liu, K. K., & National Center on Educational Outcomes. (2020). MTSS for All: Including Students with the Most Significant Cognitive

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EDUC 695 Project- (1)

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