Running Head: INCLUSION



Running Head: INCLUSION

A Review of the Literature on the Inclusion of Special Education Students into the

General Education Classroom

Student Name

Delta State University

A Review of the Literature on the Inclusion of Special Education Students into the

General Education Classroom

With the enactment of No Child Left Behind, our nation is increasingly focused on success for all children. This notion has energized a movement for including children with disabilities in the regular education classroom. While there are many advantages to these students being educated in the regular education classrooms, research and practices show that inclusion is difficult to implement at the high school level (Bulgren et al., 2002; Dailey, Wiener, & Roach, 2000; Schumaker et al., 2002). This paper reviews three research studies on the topic of inclusionary practices at the secondary level.

Summary of the Research Studies

Schumaker et al. (2002) conducted a descriptive study that examined instructional strategies employed in the inclusive classrooms of nine high schools in four states. The intent of the study was to gather information that would be valuable in identifying an appropriate instructional design for inclusive high school classes. Bulgren et al. (2002) conducted another descriptive study that focused on ninth-grade subject area classes. The intent of this study was also to influence instructional design at the high school level. Dailey et al. (2000) conducted a mixed method study, using interviews and document analyses. The study focused on the effect of standards-based reforms on students with disabilities.

Findings

There is a consensus that inclusion is the appropriate place for students with disabilities who can function with supports in the general education classroom, but there is a disconnect at the high school level. It seems that high schools possess a great number of barriers. Some of the major barriers are departmentalization of subject-areas, teacher autonomy, and physical isolation. These often keep special educators and general educators from co-planning to ensure the success of inclusion students (Bulgren et al., 2002; Dailey et al., 2000; Schumaker et al., 2002).

Schumaker et al. (2002) found that most high school general education teachers are not included or informed of IEP decisions. Furthermore, the IEP serves virtually no purpose beyond identifying accommodations, since it cannot be aligned with the standards-based content of the general education course (Dailey et al., 2000). Another barrier, which may be the most important, is the negative attitudes of students with disabilities and their lack of the prerequisite skills needed to adequately function with supports in the regular education classroom (Schumaker et al.).

An additional barrier is that high school general educators seem to be overwhelmed with the number of students they serve; this affects their ability to make the necessary accommodations and devote the needed attention to struggling students, both with and without disabilities. Yet, they seem hesitant about special education teachers coming into the classroom to help support students (Dailey et al., 2000; Schumaker et al., 2002). Researchers have also found that high school teachers use few researched-based instructional strategies and little technology to enhance student learning, two practices that could be beneficial to all students (Bulgren et al., 2002; Schumaker et al.). Dailey et al. also noted that since state accountability systems may not hold districts accountable for students with disabilities, teachers are less motivated to help these students.

Conclusions and Implications

Inclusion in high schools will continue to be difficult until special education is included in the making of policies (Dailey et al., 2000). Another difficulty is the failure to use research-based practices that work for students with special needs as well as regular education students (Bulgren et al., 2002; Schumaker et al., 2002). Finally, special education students will continue to be at a disadvantage if special educators and general educators do not work together to provide the accommodations necessary for success (Dailey et al.).

Evaluation and Insights

There is an obvious problem with inclusion in high schools. While all articles did indicate that their findings were relative to the population studied (Bulgren et al., 2002; Dailey et al., 2000; Schumaker et al., 2002), I believe these studies are a true reflection of the average American high school. To improve the practical significance of this area of study, attention should be focused on high schools that have successfully implemented inclusion. I also believe research should be done in the area of student placement, identifying factors that should be present within the student and the school before placement in an inclusive classroom occurs.

Summary

Inclusive practices at the high school level are less than adequate. Educators lack the time or commitment to plan for successful inclusion; they lack the ability or the will to implement research-based instruction and are often overwhelmed by class size, which makes it impossible to provide needed accommodations (Bulgren et al., 2002; Dailey et al., 2000; Schumaker et al., 2002). Therefore, many students find themselves included in a space, but excluded from success.

References

Bulgren, J. A., Lenz, B. K., McKnight, M., Davis, B., Grossen, B., Marquis, J.,

Deshler, D. D., & Schumaker, J. B. (2002). The educational context and outcomes

for high school students with disabilities: The perceptions of general education

teachers. Lawrence: University of Kansas, Institute for Academic Access.

Retrieved November 15, 2004, from ERIC database.

Dailey, D., Zantal-Wiener, K., & Roach, V. (2000, May). Reforming high school

learning: The effect of the standards movement on secondary students with disabilities. Alexandria, VA: Center for Policy Research on the Impact of General and Special Education Reform. Retrieved November 11, 2004, from ERIC database.

Schumaker, J. B., Lenz, B. K., Bulgren, J. A., Davis, B., Grossen, B., Marquies, J.,

& Deshler, D. D. (2002). The educational context and outcomes for high

school students with disabilities: General education classes and the satisfaction

of general education teachers. Lawrence: University of Kansas, Institute

for Academic Access. Retrieved November 11, 2004, from ERIC database.

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