A SUMMARY OF THE EVIDENCE ON INCLUSIVE EDUCATION

A SUMMARY OF THE EVIDENCE ON

INCLUSIVE EDUCATION

PREPARED FOR: Instituto Alana Rua. Fradique Coutinho, 50, 11o. andar, Pinheros S?o Paulo / SP .br/en/

SUBMITTED BY: Dr. Thomas Hehir, Silvana and Christopher Pascucci Professor of Practice in Learning Differences at the Harvard Graduate School of Education

IN PARTNERSHIP WITH: Abt Associates 55 Wheeler Street Cambridge, MA 02138

A SUMMARY OF THE EVIDENCE ON

INCLUSIVE EDUCATION

AUGUST 2016

Dr. Thomas Hehir Dr. Todd Grindal Brian Freeman Ren?e Lamoreau Yolanda Borquaye Samantha Burke

Contents

Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

An International Movement Towards Inclusion. . . . . . . . . . . . . . . . . . 4

Benefits of Inclusive Education for Non-Disabled Students . . . . . . 7

Non-disabled students can benefit academically from inclusion . . . . . . . . . . . . . . . . . 7 Inclusion can support the social and emotional development of

non-disabled students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Benefits of Inclusive Education for Students with Disabilities . . . 13

Included students with disabilities academically outperform segregated students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Students with Down syndrome benefit academically from inclusion. . . . . . . . . . . . . 16 Inclusion can support the social and emotional development

of students with disabilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Considerations in Implementing Inclusive Education. . . . . . . . . . . 19

Teacher attitudes and expectations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Effective inclusion of students with Down syndrome. . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

A Coordinated National Approach to Fostering Inclusion. . . . . . . 22

Establish an expectation for inclusion in public policy. . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Establish a public campaign to promote inclusive education. . . . . . . . . . . . . . . . . . . . . 22 Build systems of data collection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Provide educators with a robust program of pre-service

and in-service preparation on inclusive education . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Create model universally designed inclusive schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Promote inclusive opportunities in both post-secondary school

and the labor market. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Provide support and training to parents seeking inclusive education

for their children. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Abt Associates | A SUMMARY OF THE EVIDENCE ON INCLUSIVE EDUCATION

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