There is a strong research base to support the education of children with disabilities alongside their non-disabled peers. Although seperate classes, with lower student to teacher ratios, controlled environments, and specially trained staff would seem to offer benefits to a child with a disability, research fails to demonstrate the effectiveness of such programs. (Lipsky, 1997; Sailor 2003).
There is mounting evidence that, other than smaller class size, there is little that is special about the special education system, and that the negative effects of seperating children with disabilities from their peers far outweigh any benefit to smaller classes (Audette & Algozzine, 1997; Lipsky, 1997)
Students with disabilities in inclusive classrooms show academic gains in a number of areas, including improved performance on standardised tests, mastery of IEP (Individual Education Plans) goals, grades, on-task behaviour and motivation to learn ( National Centre for Education Restructuring and Inclusion, 1995).
Moreover, placement in inclusive classrooms does not interfere with the academic performance of students without disabilities with respect to the amount of allocated time and engaged instructional time, the rate of interruption to planned activities and students’ achievement on test scores and report grades. (York, Vandercook,MacDonald, Heise-Neff, and Caughey,1992).
The types of instructional strategies found in inclusive classrooms, including peer tutoring, cooperative learning groups, and differentiated instruction have been shown to be beneficial to all learners. For example, Slavin, Madden, & Leavy (1984) found that math scores for students with and without disabilities increased by nearly half a grade level as a result of working in cooperative learning groups.
In addition, children with intellectual disabilities educated in general education settings have been found to score higher on literacy measures than students educated in segregated settings (Buckley, 2000).
A national survey by Public Agenda, When its Your Child : A Report on Special Education from the Families Who Use It, revealed that a large majority (70 percent) of the parents sya that too many children with special needs lose out because their parents don’t know what’s available to them. More than half (55%) said that parents don’t know what’s available to them. More than half (55%) said that parents have to find out on their own what service and supports are available. This finding underscores the need to provide more training and information to parents on how the special education process works and thier rights.
