TASK1: INCLUSIVE EDUCATION

 INCLUSIVE EDUCATION



• How does inclusive education benefit non-disabled students? 

Several recent reviews have found that, in most cases, the impacts on non-disabled students of being educated in an inclusive classroom are either neutral or positive

  • A study of around 1,000 primary-school students in Indiana found positive impacts of inclusion on the progress of non-disabled students in mathematics (Waldron & Cole, 2000). Fifty-nine percent of non-disabled students in inclusive schools had higher scores on a standardized mathematics exam compared to the previous year, while only 39% of non-disabled students in traditional schools made similar progress. 

  • A similar review of studies by Ruijs & Peetsma (2009) also found that inclusion was generally associated with either positive or neutral effects on academic outcomes for non-disabled students. In three studies that reported positive outcomes, the researchers noted that teachers employed strategies and teaching techniques which met the needs of diverse learners.

  • 5 benefits of inclusion for non-disabled students: reduced fear of human differences, accompanied by increased comfort and awareness (less fear of people who look or behave differently); growth in social cognition (increased tolerance of others, more effective communication with all peers); improvements in self-concept (increased self-esteem, perceived status, and sense of belonging); development of personal moral and ethical principles (less prejudice, higher responsiveness to the needs of others); and warm and caring friendships (Staub & Peck, 1995).


• How does inclusive education benefit students with Disabilities? 

  • Higher achievement in language and mathematics

  • improved rates of high school graduation

  • more positive relationships with non-disabled students

  • Study data indicate that students with disabilities who took more classes in general education settings had better reading comprehension and a higher level of performance on tests of mathematical skills when compared to segregated students.

  • Students with disabilities who took more academic classes in general education settings experienced greater growth on measures of academic skills than peers who spent more time in separate special education programs. 

  • Among students with intellectual disabilities, such as students with Down syndrome, inclusive education has been repeatedly shown to support academic development, particularly in the areas of language and literacy. 

  • Memory can be particularly challenging for children with Down syndrome, and evidence of a linkage between inclusion and memory skills highlights how inclusive environments may provide greater cognitive growth opportunities.

  • There is also evidence that participating in inclusive settings can yield social and emotional benefits for students with disabilities.



• Look for some real examples of success 

https://www.youtube.com/watch?v=OABC8ciCNfk 

https://www.youtube.com/watch?v=sddyTE-mI8M 


• Give your personal opinion

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