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This article was part of my final paper for a special education class which described the rationale, benefit and challenge of inclusion education.
The rationale of the inclusion movement is based on moral imperative that society needs to recognize individual differences, especially biological differences, and to accommodate all differences (Baglieri & Knopf, 2004). Inclusion placement in special education promotes equality (Wilson, 2004) and social justice (Gale, 2001). An inclusive educational environment strives to bring “difference back to the norm” (Stiker, 1997, p.192) and acknowledge the right of every individual to have access to all of the experiences and benefits available in schools (Baglieri & Knopf, 2004).
Inclusion advocates believe that children with disabilities can be benefited cognitively and socially from the integrated educational settings. At the same time, children with non-disabilities can also benefit as to the understanding of persons with disabilities so that they lose their fears and stereotypic thinking about their peers with disabilities. Academically, some studies found that children with disabilities can have greater development gained in inclusive settings than in segregated settings. They will improve their self-concept and gain in cognitive skills by being surrounded by peer models of achievement. Grade school students with learning disabilities can also have successful learning experiences by benefiting from reasonable goal setting and good instructional techniques, such as cooperative learning groups, peer and cross age tutoring, and technology, etc. Socially, children with disabilities, especially those with severe disabilities can have a normalized social experience and learn the social and interpersonal skills and form friendships (Hamre-Nietupski, Hendrickson, Nietupski, & Sasso, 1993).
Arguments against a full-inclusion approach include two types of concern; one is related to social self-concept, and another to academic achievement goals. Some studies showed no or negative effects of inclusion in that children with disabilities cannot develop social skills because they are ignored, discriminated, or even rejected by peers (Dore, Dion, Wagner, & Brunet, 2002; Wilson 2004). Many young people with disabilities feel isolated at school and college, feel undervalued and often have lower expectations about their future employment and other prospects than their peers without disabilities (Wilson, 2004. Dickman (1994) found that children with disabilities have lower self-concept than their peers as they experienced repeated failure doing academic tasks. In addition, the dropout rate for special education students “will soar to a nationally disgraceful figure” because of the unfavorable academic performance (Carr, 1993).
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