Inclusion for students with specials needs in the general education classroom is no longer an ideal that is so theoretical it seems unattainable. With federal laws and mandates such as No Child Left Behind and Individuals with Disabilities Education Act, inclusion has gone from a talking point to a reality. According to work written by Downing and Peckham-Hardin, “…inclusion is now the assumption that students with severe disabilities will be educated in typical classrooms, not that they are still trying to gain access.” (Downing & Peckham-Hardin, 2007) Inclusion is seen as the acceptance of students with disabilities into the learning communities found within the regular education classroom and environments. It is the goal and expectation that they will be viewed as members of the classroom community and that their needs will be met through instruction.
Much research has been done on the effects of inclusion for students with special needs and the impacts have been documented. Through research, it has been found that students with mild-severe disabilities have the ability to learn academic, communication, self-determination, and social skills in inclusive settings. (Kurth, Lyon, & Shogren, 2017) It goes without saying that inclusion should be more than a change in physical placement for students, but should offer educational and social advantages as well. Authors Downing and Peckham-Hardin state, “While inclusive education can be seen as the ultimate goal for many families, what is more important is a high quality and effective education for the child.” (Downing & Peckham-Hardin, 2007) Inclusion might have started originally as a way to help students with disabilities make gains socially, but it extends beyond just this today to cover academic goals as well.
Out of the 6 million students receiving special education services in our country, only about 1% of them are considered to have Multiple Disabilities. (Kleinert et al., 2015) This population of students has many unique needs to consider when looking into the best practices for their inclusion. Due to the fact that it is easier to include a student with a milder disability, students with more extensive needs are less likely to be included. Things such as curriculum adaptations, accommodations, physical layout of the classroom, assistive technology, and other aspects often have to be considered, leading to lengthy discussions and planning prior to including a student in the general education classroom. For the purpose of this literature review the main topics focused on the inclusion of students with multiple disabilities in the general education classroom include: Placement/Least Restrictive Environment, Meaningful Inclusion, Beneficial Outcomes, Teacher Collaboration, and Peer Supports.
Placement/Least Restrictive Environment
According to the mandate of Least Restrictive Environment (LRE), students with disabilities are to be included with their peers to the maximum extent possible regardless of the nature and severity of their disability. (Alquraini & Gut, 2012) When considering a student’s placement, regular education should always be the first option the team considers. As stated by author Jorgensen in the book, It’s More Than “Just Being In”, there are only four reasons why a student with a disability should not be placed in regular education: lack of educational benefits, lack of nonacademic benefits, negative effect on teacher and other students, or unreasonable cost. (Jorgensen, 2018) Basically the student should only be considered for an option other than general education when the severity of their disability impacts their needs being met in the general education classroom even with accommodations.
This is where the inclusion of students with multiple disabilities in the general education classroom becomes a challenge. Due to the fact that so many of these students have such extensive and unique needs, placement, yet alone inclusion in general education, is significantly lower than students of other disability categories. Oftentimes these students are only included for nonacademic times such as lunch and recess or “specials”. (Rao, Smith, & Lowrey, 2017) Statistically 84% of students with Intellectual Disability, as most students with multiple disabilities have, spend the majority of their time outside of the general education classroom. (Jorgensen, 2018)
There are certain factors that play a role in the placement and inclusion of a student with multiple disabilities. As discussed in the research of Banerjee et al., the main factors affecting placement include: parental involvement, parental expectations, educational risk factors, and early intervention. (Banjerjee et al., 2017) Typically, parents of students with low incidence disabilities, such as multiple disabilities, have higher rates of parent involvement, and for those students whose parents attend IEP meetings, they spend 20% more time in general education than those whose parents don’t attend meetings. (2017) The educational risk factors that affect placement are things such as overrepresentation, low SES, language minority groups, and parental education levels. In general, mothers with higher levels of education had students with multiple disabilities involved in general education up to an hour more than their peers per day. (2017) Lastly, there is a strong negative correlation between high rates of inclusion and poverty.
Meaningful Inclusion
One very common theme that emerged in the literature about inclusion for students with multiple disabilities is that time spent in general education should be meaningful. To many authors such as Moore, Jorgensen, and their respective works, inclusion means more than “just being in”. Jorgensen refers to student learners as more than “an island in the mainstream”. (Jorgensen, 2018) In her research, Moore speaks of inclusion as more than just a place and time, but rather a place with a purpose. (Moore, 2016) She goes on further to discuss the differences between exclusion, segregation, integration and inclusion as the developmental of special education services over time. Students with special needs included in general education need to have purpose for attending general education, whether it be personal, social, academic or a combination of these reasons. (2016)
One of the ways in which inclusion can be meaningful for students with multiple disabilities, is to discover what the students need in order to be successful in this setting. the concept of Universal Design for Learning (UDL) is one method that allows for flexible pathways support students in mastering their goals. UDL is founded on the following three principles: providing multiple means of representation, providing multiple means of action and expression, and providing multiple means of engagement. (Rao, Smith, & Lowrey, 2017) Students with multiple disabilities should be engaged in academic, social and behavioral aspects of the general education classroom in order to have a meaningful experience. Considering the supports needed for these students (systematic instruction, positive reinforcement, vision and auditory supports, strategies of self-determination, assistive technology and other necessary accommodations) allow the students to gain access not just to the classroom but to the curriculum and social interactions as well. (2017)
Beneficial Outcomes
The level of learning that takes place within the inclusive classroom has great significance for students with disabilities. It has been found that when students with special needs are included in the general education classroom, they make better or comparable academic progress than their peers in self-contained special education classrooms. (Cate et al., 2018) They also fair much better in terms of peer acceptance, interaction, and relationships. (2018) Not only do students with disabilities benefit from inclusion, but their typical peers see advantages as well. These students have a greater awareness and tolerance for students with disabilities, they gain an enhanced sense of empathy and compassion, they learn through helping others and have the potential to learn specialized skills (ex.- sign language, assistive technology). (Downing & Peckham-Hardin, 2007)
In general when included in the general education classroom, students with multiple disabilities see gains in areas of social interactions and competence, adapted behavior, perceptions, and content knowledge. (Rao, Smith, & Lowrey, 2017) These students are able to form diverse social relationships, have optimal access to the general education curriculum, have improved communication skills, better quality IEPs and achievement of IEP goals, and have a heightened sense of engagement and participation in social and learning activities. (Jorgensen, 2018) For teachers there is the benefit of having higher expectations and outlooks of the students with multiple disabilities, which in turn leads to a better education for them. (2018) Longterm, inclusion in the general education classroom can lead towards more success and positive outcomes in postsecondary life such as: employment, postsecondary education, independence and an overall better quality of life. (2018)
Teacher Collaboration
A major influence on the success of inclusion is teacher collaboration between special education teacher, general education teacher, service providers, and paraeducators. According to Smith and Leonard, “Essentially, professional collaboration and facilitative principal leadership are considered foundational to successful inclusive educational programs.” (Smith & Leonard, 2005) This collaboration between special education and general education teachers can only help but to encourage learning and relationship building for students with special needs in the inclusive setting. By working together to share common goals for the students, engage in cooperative decision making, share resources, and schedule planning time together, these teachers are forming a collaboration that supports inclusion. (2005)
Some challenges when it comes to teacher collaboration over inclusion exist. Many times special education teachers are unfamiliar with general education curriculum and general education teachers have limited knowledge of inclusion strategies. (Hogan & Champion, 2013) This is where strategies such as weekly progress reports, regular team meeting, and communication with paraeducators are effective. (2013) A quotation from the research of Alquraini & Gut states, “All students can learn and that school personnel share responsibility for their success.” (Alquraini & Gut, 2012) This is an important concept when considering the success of inclusion for students with multiple disabilities.
Peer Supports
Alongside of the research about the importance of teacher and other adult support comes the significance of peer supports for students with multiple disabilities. According to research on the inclusion of students with multiple disabilities in a general education physical education class, excessive and continuous adult support can limit interactions with peers and can be a detriment for them in terms of achievement and causing a dependency. (Klavina, & Block, 2013) Having students help facilitate supports for students with multiple disabilities in the general education classroom is more natural and helps both students involved to rely on each other and increase positive social interactions. Peer interactions help to reduce stigma and give students a more engaging and diverse experience.
In the research of Klavina & Block a peer tutoring initiative was proposed. In this plan, peer tutoring is introduced as a collaborative learning strategy based on instruction, demonstration, assistance, and feedback. (Klavina, & Block, 2013) Peer tutors are most effective when selected on a volunteer basis or on recommendation of the teacher. The main three principles of peer tutoring involve: pleasant and comfortable interactions between student and peer, students working on meaningful and age appropriate tasks, and safe interactions. (2013) Much of this will be taught and modeled by special education teachers and then monitored by paraeducators that assist the student. Overall, peer tutoring is most effective when it helps the student work on practical appropriate goals and does not limit the experience for the peer without disabilities.
References
- Alquraini, T., & Gut, D. (2012). Critical Components of Successful Inclusion of Students with Severe Disabilities: Literature Review. International Journal of Special Education, 27(1), 42–59.
- Banerjee, R., Sundeen, T., Hutchinson, S. R., & Jackson, L. (2017). Factors That Explain Placement Decisions for Students with Multiple Disabilities: Findings from National Data. Journal of Research in Special Educational Needs, 17(2), 110–122.
- Cate, I. i., Markova, M., Krischler, M., & Krolak-Schwerdt, S. (2018). Promoting Inclusive Education: The Role of Teachers’ Competence and Attitudes. Insights On Learning Disabilities, 15(1), 49-63.
- Downing, J. E., & Peckham-Hardin, K. D. (2007). Inclusive Education: What Makes It a Good Education for Students With Moderate to Severe Disabilities?. Research & Practice For Persons With Severe Disabilities, 32(1), 16-30.
- Hogan, K. A., Lohmann, M., & Champion, R. (2013). Effective Inclusion Strategies for Professionals Working with Students with Disabilities. Journal of the American Academy of Special Education Professionals, 27–41.
- Jorgensen, C. M. (2018). Its more than “just being in”: Creating authentic inclusion for students with complex support needs. Baltimore, MD: Paul H. Brookes Publishing.
- Klavina, A., & Block, M. E. (2013). Training Peer Tutors to Support Children With Severe, Multiple Disabilities in General Physical Education. Palaestra, 27(2), 26–32.
- 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. j., & Forber-Pratt, A. (2017). Views of Inclusive Education From the Perspectives of Preservice and Mentor Teachers. Inclusion, 5(3), 189-202.
- Moore, S. (2016). One without the other: Stories of unity through diversity and inclusion. Winnipeg, MB, Canada: Portage & Main Press.
- Morningstar, M. E. , & Kurth, J. A. (2017). Status of Inclusive Educational Placement for Students With Extensive and Pervasive Support Needs. Inclusion, 5(2), 83–93.
- Olson, A., Leko, M. M., & Roberts, C. A. (2016). Providing Students With Severe Disabilities Access to the General Education Curriculum. Research & Practice for Persons with Severe Disabilities, 41(3), 143–157.
- Rao, K., Smith, S. J., & Lowrey, K. A. (2017). UDL and Intellectual Disability: What Do We Know and Where Do We Go? Intellectual and Developmental Disabilities, (1), 37.
- Smith, R., & Leonard, P. (2005). Collaboration for Inclusion: Practitioner Perspectives. Equity & Excellence In Education, 38(4), 269-279.