Inclusion in Special Education: Definition, Importance, and Implementation

Inclusion in special education is a concept that embodies an all-embracing societal ideology. It secures opportunities for students with disabilities to learn alongside their non-disabled peers in general education classrooms. It is an educational approach that gives children with disabilities the opportunity to have a quality education and classroom environment that is equitable to their able-bodied peers. It is more than just a modern-day extension of mainstreaming. Inclusive practice means that educators value everyone’s diversity, including students from traditionally privileged categories.

Defining Inclusion in Special Education

In order to understand inclusion in Special Education (SPED), it is important to consider inclusion in the classroom, particularly in SPED classrooms. Inclusion means making space for all types of students to learn side-by-side in school programs, from academics to extracurriculars. Inclusive education welcomes the contributions of all students in the classroom through a sense of belonging and shared goals, valuing and embracing diversity.

The Learning Disabilities Association of America (LDA) emphasizes that decisions regarding educational placement of students with disabilities must be based on the needs of each individual rather than administrative convenience or budgetary considerations. All placement, instruction, and treatment decisions must be the results of cooperative efforts involving educators, parents, and the student when appropriate. The LDA believes that placing ALL children with disabilities in the regular education classroom is as much of a violation of the Individuals with Disabilities Education Act (IDEA) as placing ALL children in separate classrooms based on their type of disability.

The Importance of Inclusion

Inclusion in special education seeks to open the door for students with exceptionalities by providing additional paths to learning. A focus on belonging and shared goals means all students from all backgrounds have the opportunity to learn. This inclusion breeds equity. Providing equitable access to education and supporting tolerance of those who look different or have special needs creates a positive effect on learning. Classroom management falters when students experience friction with other students. By actively engaging in learning activities that instill respect for diversity, the classroom can become a place where respect is a cornerstone and intolerance becomes abhorrent.

Goals and Principles of Inclusive Education

The goal of inclusion in education is to create equity and opportunity through diversity, respect, and welcoming all learners. Not only do students at risk of being “othered” for their exceptionalities get an equal chance to learn, but all students of all needs get to reap the benefits of inclusion. According to Element of Inclusion, the goals of inclusion also include:

Creating diversity
Expanding friendships
Teaching students with different types of needs how to interact
Tangible changes in perceptions
Improved academic gains

Learning for Justice shares seven principles for inclusive education developed by Tanenbaum:

Teach all children
Explore multiple identities
Prevent prejudice
Promote social justice
Choose appropriate materials
Adapt and integrate lessons appropriately

Basic Components of Inclusive Education

To help ensure inclusivity in the classroom, there are a few key components. Kids Together finds that inclusion in the classroom can flourish if the following are welcomed and encouraged:

Relationships
Advocacy
Appropriate support and services
Shared experiences
Transparency

These elements fuel inclusive change in an ever-enlarging spiral - the more they are developed, the stronger the foundations (or ingredients) for inclusive change to emerge, and the more pronounced these core elements become. In other words, as educators and administrators provide these elements more and more, inclusion increasingly develops in the classroom.

The Role of Inclusion Specialists

As educators and administrators work hard to create an inclusive environment, they can also incorporate inclusion into their curriculum through activities. As a result, the need for inclusion specialists skyrocketed, according to career site Chron. Inclusion specialists are credentialed teachers who work in general education classrooms and provide additional support to the teacher and students. They work on diversity, equity, and inclusion initiatives, particularly aiding in integrating all children into the academic, physical, developmental, and social norms of the classroom. By helping students adjust to working alongside other kids, inclusion specialists add to DEI efforts without removing students from the environment.

Inclusion specialists encourage the education of students with diverse needs through a number of functional responsibilities:

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Identifying students with a need for extra support
Training and educating staff on strategies for DEI
Attending meetings with parents, administration, and other professionals
Keeping records of behavior, development, and learning
Understanding federal and state mandates to assist students
Developing and implementing Individualized Education Plans (IEP) for students
Providing accommodations and modifications for students to meet classroom standards
Adapting instructional methods to meet student needs
Using assistive technology to help with learning and increase students’ independence

While there may seem to be an obvious answer to who needs an inclusion specialist - students with learning needs - all students and staff could benefit from an inclusion specialist. As the role of inclusion specialists is to uphold DEI initiatives, everyone benefits from these specialists.

Benefits of Inclusion in the Special Education Classroom

In an inclusive classroom, students and teachers in general education work with students and teachers in special education. Inclusion tailors education for all types of learners, decreases the differences among students, provides support to all learners, and creates high expectations for all. All get included. All are equal. All get the academic, social, and developmental benefits from inclusion.

A compelling body of research shows that students with and without disabilities benefit both socially and academically from inclusion. In addition, inclusion has benefits for teachers, parents, and other stakeholders.

Adaptations, Accommodations, and Modifications

According to the Individuals with Disabilities Education Act (IDEA), students with special needs have the right to receive necessary curricular adaptations. Adaptations include accommodations and modifications. Students who receive accommodations are held to the same academic expectations as their general ed classmates; on the other hand, modifications entail making changes that lower these expectations. Curricular adaptations vary based upon each learner’s individual needs. Individualized education programs (IEPs) list what accommodations or modifications a student should receive.

Inclusion Strategies and Addressing Challenges

The complexity involved in integrating students with disabilities into general education classrooms can make this process seem intimidating or overwhelming to a general education teacher. As already noted, a knowledgeable approach proves vital to a thriving inclusive environment. Specifically, inclusion in education refers to ensuring students with physical, behavioral, or learning disabilities are integrated into general education classrooms as much as possible.

Sometimes, school districts may cite lack of resources, training and support staff as barriers to the success of children with extensive needs in the general education classroom. While these challenges are real and not to be discredited, the benefits of inclusive classrooms for all students are far greater when we create an environment that encompasses educational opportunities that meet students where they are.

Inclusion in Practice: Examples of Success

As a special education teacher, I’ve seen many opportunities for students with and without disabilities to grow and learn from the benefits of an inclusive school community.

Chris: A minimally verbal autistic child, Chris was supported by a classroom aide to facilitate communication and ensure he remained safe at school. Visual supports were put into place and academic content was accommodated to meet his needs. Now in third grade, he naturally uses a wide range of phrases to communicate with both adults and peers and is loved and embraced by his peers.
Liam: A non-verbal child with Down syndrome, Liam used a communication device and some sign language to share basic wants and needs. He participates in the classroom alongside his peers and has a decreasing amount of one-on-one support.
Billy: An autistic child with anxiety, Billy had larger obstacles. A workspace was created outside his classroom door so he could still see instruction but feel more comfortable. Though he struggles with anxiety, he manages it better each year.

These examples demonstrate that even students with extensive needs can experience success in the general education classroom with appropriate support and inclusive practices.

The Evolution of Inclusion

In the early years of American education, those with disabilities often didn’t receive any education at all. Eventually, there was a push to provide these students with an education, but it was usually in special schools or special classrooms, segregated from other students. In 1975, the Education for All Handicapped Children Act changed things, requiring a free, appropriate education for all children. In 1990, Congress reauthorized the legislation, changing its name to the Individuals With Disabilities Education Act (IDEA), which it is still known as today.

During the 1990s, schools began to place more emphasis on true inclusion. In other words, students with disabilities didn’t just attend public school only to be segregated into their own classroom. Rather, these students finally found their place in the general classroom, supported by specialists and paraeducators as needed.

Overcoming Barriers and Embracing Diversity

As we continue to work towards inclusion of all students, staff members are learning how to support every child regardless of ability. This benefits not just students with low-incidence disabilities, but children who enter with diverse needs such as selective mutism, trauma, English as a second language and mental health concerns. What started as a push to include people with disabilities in general education turned into a culture of support and acceptance of all individuals by staff and students. Overcoming the barriers and challenges educators experience is worth every step!

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