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RUNNING HEADER: IMPLICATIONS OF INCLUSION

Implications of Inclusion: An In-Depth Analysis of Inclusion Education

Caroline Worrell
First Colonial High School
Legal Studies Academy

Abstract

IMPLICATIONS OF INCLUSION
This paper will analyze the inclusion education system in the public school arena in America,
focusing on the various individuals it affects, the deficits the system faces today, and long-term
solutions. The author begins by briefly overviewing whom inclusion education affects: teachers,
parents, special needs students, and regular education students. She examines each group of
individuals and evaluates the challenges they face on a daily basis due to lack of teacher
preparation and training, disproportional teacher to student ratios, and a lack of parent
collaboration and involvement. Following those groups, the author analyzes the flaws within the
current system and how those flaws will affect the national education system as a whole. While
identifying the gaps in the present day inclusion system, the author explains the laws that govern
inclusion education on a federal and state level in order to give a clear idea of what exactly
school districts are legally required to adhere to. Additionally, the author proposes art therapy as
solution to the deficits deeply rooted in Americas inclusion system. She concludes by giving
readers a big-picture idea of the consequences the educational systems in the United States will
face if this issue is not addressed immediately and how school systems are to improve their
students success long-term.

Implications of Inclusion: An In-Depth Analysis of Inclusion Education

IMPLICATIONS OF INCLUSION
In the past decade, the average percent of students enrolled in some form of special
education class has risen to 30 percent (National Education Association, 2015). One of the most
consistently debated and discussed issues in the nation focuses in on the special education system
in America, more specifically, the enrollment of students with disabilities in inclusion classes. It
is clear to see the importance of this issue and the many lives it affects.
As defined by PBS.org, inclusion education is, education [that] happens when children
with and without disabilities participate and learn together in the same classes (PBS.org, 20032015). A major aspect of inclusion is each students Individualized Education Plan or IEP.
According to University of Washington (2015), IEPs are defined as [a] plan or program
developed to ensure that a child who has a disability identified under the law and is attending an
elementary or secondary educational institution receives specialized instruction and related
services. Controversy surrounds the question of whom inclusion actually helps. Some say
inclusion is catered to benefit the child with disabilities rather that the regular education student.
On the contrary, some believe that it is more harmful for a student with special needs to be in an
environment where they may not get the full extent of attention and help they need. Perspectives
of this issue include those of students and parents with special needs, students and parents
without special needs, and teachers in the public school system. Each group of individuals has
diverse opinions on the matter of inclusive and integrated education and thus creates a whirlwind
of controversy and contention. As this is both an extremely complex and multifaceted issue, its
difficult to determine whether the benefits outweigh the disadvantages when it comes to
inclusion education. The benefits may include increased social interaction and accelerated
learning through observational practices. While on the other hand, some disadvantages can be
isolation from other students based on differences in social norms and inhibited learning from

IMPLICATIONS OF INCLUSION
too advanced, fast paced curriculum. After careful analysis of all factors affecting this issue, the
option for enrollment in inclusion classes with art therapy programs should be provided for some
students with minimal physical and mental disabilities, but exclusive education classes must still
be provided for students with more exhaustive IEPs and severe disabilities in order to guarantee
equal and efficient education for all students.
Individuals Affected by Inclusion
Teachers
One of the most prominent issues with inclusion education is lack of formal education and
training of the teachers instructing those classes. Many educators who teach inclusion classes
explain that they have little to no certification in special education. According to SEDL (2015),
when inclusion efforts fail, it is frequently due to a lack of appropriate training for teachers in
mainstream classrooms, ignorance about inclusion among senior-level administrators, and a
general lack of funding for resources and training. Still, teachers are expected to provide each
student with a quality education and personalized experience. In addition, there is a serious lack
of incentive for these teachers to even desire a degree or certification in special education,
behavioral sciences, or early childhood development, as the pay for any career in this field, such
as an inclusion teacher is extremely low and course load is extremely rigorous. According to
teachingdegree.org, the annual mean salary for either an elementary, middle, or high school
teacher is between $56,320 and $58,260 (Teachingdegree.org, 2015). As opposed to any regular
education course, an inclusion course has regular education students as well as a large number of
students with mild physical and intellectual disabilities. These students can have extensive IEPs
that take hours of instruction, special class work, and paper work. Teachers receive no extra pay
or incentives for taking initiative and instructing a difficult, yet much needed class.

IMPLICATIONS OF INCLUSION
Parents
There are several viewpoints and opinions when it comes to parents. It is difficult to tell any
parent how they should or should not raise their child, an essential aspect of that being their
education. Some parents firmly believe that inclusion education is an amazing way for their
children to learn with students of advanced levels, as well as find a normal social environment
for their child to thrive in. Other parents are firm believers that specialized education classes are
better for their child, considering they have consistent one-on-one time with a certified instructor
and less students distracting the teacher from providing their child with the best education
possible. It is difficult to say which is the most beneficial, thus explaining the complexity and
controversy surrounding this problem.
Students
Special needs students and students with learning disabilities. Contrary to popular
belief, special education students arent randomly selected and placed into regular education
classes. They go through a series of meetings with guidance counselors, administrators, school
psychiatrists, and the childs parents to determine what exactly the student must include in their
IEP or Individualized Education Plan. IEPs outline any special precautions that should be
granted to a child. These precautions are catered to their needs based on their specific deficits.
Students with disabilities typically in inclusion classes are those special needs students with very
mild cases of disabilities such as severe ADD/ADHD, mild autism, dyslexia, and dysgraphia.
Studies have shown that students learn from other students that leave an example to follow, thus
the benefits students with disabilities receive from sharing a learning environment with other
students besides students with disabilities.

IMPLICATIONS OF INCLUSION
Regular education students. Inclusion classes hardly, if at all look any different on the
surface from a regular education class. Inclusion classes are comprised mostly of regular
education students and then supplemented by a small proportion of students with special needs.
Ideally, the regular education students will help and promote the learning of students with
disabilities or deficiencies. There are various sources of contention, however, based around the
fact that regular education students are not challenged enough and held back by students with
disabilities and that regular education students are distracted by the needs of their fellow peers
with disabilities.
Pros and Cons of Inclusion Education
Benefits
Special needs students. As briefed on earlier, inclusion classes reap a great deal of
benefits for special needs students. Peg Rosen of understood.org, a website focusing on learning
and attention issues, explains that inclusion classrooms give special education students the
support they need while they learn alongside their general education peers (Rosen, 2014). Not
only does it provide a sense of academic rigor and challenge, but it allows special needs students
to do so while side-by-side with a diverse group of peers they wouldnt otherwise be provided
with. The REAP Literature Review provides support for this idea stating that exposing students
to a range of experiences which get them to challenge their disablist thinking can be highly
beneficial in developing inclusive practice for children with disabilities (Reiser, Stubbs, Myers,
Lewis, & Kumar, 2013). Social confidence and self-esteem in general is a large issue for many
students with behavioral disabilities in inclusion classes, therefore an immersion into a normal
culture will allow the student to learn and understand social norms.

IMPLICATIONS OF INCLUSION
Regular education students. Regular education students benefit significantly from
inclusion, just as students with disabilities do. The socialization they receive from working with
students with disabilities can be extremely rewarding for them and increases their self-esteem
and confidence. Some studies show that students develop positive attitudes towards students with
disabilities simply from the experiences they share in class together (Educating students with
disabilities, 1997). In addition, the leadership role they take in the classroom provides a great
sense of importance and significance in the classroom environment, something that is otherwise
lacking. This also provides the challenge and academic rigor, previously mentioned as a concern.
Bsnpta.org found that children who attended classrooms with fully included peers with severe
disabilities were able to display sophisticated judgments and suggestions when presented with
scenarios of common situations (Educating students with disabilities, 1997). By providing
students with the opportunity to enrich their learning process through leadership roles and peer
relationships, both regular students and special needs students will prosper in the long term.
Disadvantages
Special needs students. Some concerns focusing around inclusion, however, may for
some, outweigh the benefits they present. One disadvantage that has presented itself over the
course of inclusions existence is the strong divide that can be found between those with
disabilities and those without disabilities. Obviously, as some students with disabilities fail to
understand social cues and norms, they may not fit in as well in a regular environment and thus
be ostracized in their own academic community. Additionally, students with special needs can
face serious issues with the curriculum, rigor, and content compared to the other regular students.
Although the incorporation is supposed to foster a mutual sense of education and learning, some
students with disabilities may not be able to keep up with the rest of the class. Teachers can only

IMPLICATIONS OF INCLUSION
do so much to help each individual student when there are 28 other students to instruct and
provide a quality education so that those who may struggle too much with the curriculum are
completely left in the dust.
Regular education students. Concerns regarding regular education students are just as
prevalent as the issues presented for students with disabilities, if not more. As previously
mentioned, the rigor may not be complex or advanced enough for all the regular education
students. The slower pace can actually have inverse effects on some students and thus causing
harm to a significant number of students in the classroom. In addition, students with behavioral
disabilities or intellectual disabilities can serve as a distraction for regular education students.
Any sort of situation where the special needs student is to act up or even require specific IEP
instruction such as reading test questions and answers aloud, can divert a regular education
students attention away from the topic of their learning and more on the environment around
them. Similarly to special needs students, because inclusion affects students at such a young age,
the opinions they develop of one another are based on the interactions presented and their
immaturity. With that said, because these students are so young, the students who are not being
challenged enough or those frustrated with the slow pace of the class will associate the struggles
they face with students with disabilities, creating a resentment between the two types of students.

Underlying Issues within the Inclusion System

Inadequate Training of Inclusion Educators

IMPLICATIONS OF INCLUSION
The backbone of any system must consist of strong leadership in order to achieve the
desired results. This idea parallels with inclusion education, in the fact that teachers are essential
to the success of implementing inclusion education. Thus, when teachers of inclusion are ill
prepared, failure is sure to result. In addition, Richard Reiser of the REAP Literature Review
concluded that one of the most beneficial forms of teacher training was for each inclusion
educator to work in a group of colleagues with experience in the inclusion field provided the
most self-confidence and enhances methodology of inclusive education (Reiser, Stubbs,
Myers, Lewis, & Kumar, 2013). Ballhysa and Flagler (2003) reported on importance of teacher
training for inclusion education in the following statement:
Professional preparation to work with students with special needs in inclusive settings
entails knowledge, competencies and values in several areas. To better respond to the
needs of the special needs students, the teachers need to be able to identify and evaluate
those students, help design an appropriate IEP, use effective and student centered
Methodologies and instructional strategies that include modifications and adaptations in
the curriculum, class materials and assignments, assess students progress, and work with
their families. In addition, they need to have an understanding of the various disability
categories, and a belief in the potential of every student to succeed in an inclusive
classroom setting. Such a professional preparation requires a systematic approach that
coordinates pre-service education (both content and practical experiences) with on the job
training. (Ballhysa&Flagler,2003)
Unfortunately, current legislation calls for no such precautions previously mentioned;
therefore, amendments must be made to accommodate the deficits resulting from a lack of
teacher knowledge and skills in the inclusion education field.

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IMPLICATIONS OF INCLUSION

Disproportionate Teacher to Student Ratio

Initially, many of the precautions, varying from state to state, that were put in place when
inclusion education was created were requirements of a proportionate teacher to student ratio.
This was put in place to ensure that no teacher would be overwhelmed at any time with a
disproportionate amount of special needs students in any one class. Unfortunately, as the average
class size has risen over the past few years, the number of special needs students per class has
inherently increased. As a sort of domino effect, because teachers are inadequately trained to
instruct any students with disabilities or extensive IEPs, on top of that, they are now expected to
teach an exorbitant amount of special needs students, in conjunction with the already inflated
number of regular education students. The Florida Department of Education recommends that
the ratio of students with and without disabilities reflect the natural proportions in the school
(Florida Inclusion Network, 2015). This means that for example, if there are 30% of inclusion
students in an elementary school, each class should be comprised of only 30% inclusion students.
Teachers are simply overwhelmed. Regardless of any training, it would be physically impossible
for a teacher to provide any student with a decent education. The REAP Literature Review,
extends beyond the deficits in the system and proposes a step in the right direction explaining
that teachers must strive to create a comprehensive, whole environment approach [that] would
also seek to have high expectations for all learners and would ensure teachers focused on
creating an environment for learning (Reiser,Stubbs,Myers,Lewis,&Kumar,2013).
Lack of Parent Incorporation and Collaboration

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IMPLICATIONS OF INCLUSION
A major flaw in the inclusion education system in America is focused heavily upon a
parents involvement in the IEP process. Despite laws that outline specific requirements for
parents to be present and notified of at any and all meetings concerning their childs education
placement, there are conflicts of what is described as a meeting. According to
parentcenterhub.org, Some gatherings are not considered meetings that require schools to
give you prior written notice (NICHCY,2014). Prior written notice is only guaranteed if it
concerns a childs identification as a child with a disability (EducationofIndividualswith
Disabilities,2007),anevaluationofservicesneededtoprovideachildwithequaleducational
opportunities,ornotificationofeducationalplacement(NICHCY,2014).
InthecaseDougC.v.Hawaii(9thCir.2013),afatherofastudentwithspecialneeds,
DougC.,suedtheHawaiiDepartmentofEducationforfailuretoprovideservicestohisson
whenhehaddifficultyschedulingameetingwithadministratorsforisannualIEPevaluation.
TheHDOEclaimedthatbecausethechildofDougC.sannualevaluationdeadlinehadpassed,
thechildwasnolongereligibleforIEPservices.TheDistrictcourtruledinfavorofthefather,
explainingthattheHDOEwasnotauthorized(letalonerequired)toceaseprovidingservicesto
astudentifhisannualIEPreviewisoverdue(Wright,2013).
Withthebareminimumofnotificationrequirements,parents still feel isolated and lack a
full understanding of the inclusion process. According to the Electronic Journal for Inclusive
Education, 27% [of parents] felt they were never treated as an equal contributing member of the
IEP team (MacKichan & Harkins, 2013, p. 8). In addition, parents may feel left out of the
inclusion or special education process when teachers, specialists, and administrators make lesson

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IMPLICATIONS OF INCLUSION
plans or coordinate services without them present. Thesegapsoftenleaveparentsconfusedand
outoftheloopwhenitconcernstheirchildseducationalplacement.
Inclusion Education and the Law
Federal Law
Individuals with disabilities in education act (IDEA). Originally published as Public
Law 94-142 in 1975, the law is now known as the IDEA Act. This expansive law covers every
aspect of any sort of disability in education whether it be ADD (Attention deficit disorder),
Autism, deaf/blindness, health issues, or any other diagnosed deficit. For the purposes of this
topic, we will be dealing mostly with Chapter 33 of Primary United States Law. This section
discusses generally what IDEA entails and why it has been put in place. The document begins by
stating, Disability is a natural part of the human experience and in no way diminishes the right
of individuals (Virginia department of education, 2012). This statement laid a foundation and
theme for the rest of the document, outlining that this law is put in place to represent all suffering
from a deficit or disability and explains that the United States will settle for nothing less than
equal treatment and representation. Inclusion education specifically is not explicitly mentioned in
the IDEA Act; however, Title I Section B outlines the ideal of Least Restrictive Environment
(LRE). IDEA States:
To the maximum extent appropriate, children with disabilities are educated with
children who are not disabled, and special classes, separate schooling, or other removal of
children with disabilities from the regular educational environment occurs only when the
nature or severity of the disability of a child is such that education in regular classes with

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IMPLICATIONS OF INCLUSION
the use of supplementary aids and services cannot be achieved satisfactorily. (IDEA,
2015).
Least restrictive environment ensures that not only does every student receive equal
treatment, but every student is presented with the same opportunities in order to promote the full
potential of every student. Inclusion education is the first logical step under LRE, although not
explicitly written in the legislature. Initially, when a child is diagnosed with a disability,
administrators and parents will get together to decide what the LRE would be for that student in
particular. If parents and teachers observe that a student is failing to succeed in that environment,
meetings centered on the childs IEP would be held to find a more restrictive environment
tailored to that students needs (Texas Woman's University, 2015).
Like various other laws, the IDEA Act has its fair share of flaws. For example, in the case
Board of Education of Hedrick Hudson Central School District v. Amy Rowley (U.S Supreme
Court, 1982), Amy Rowley was suing the district for failing to provide a free and appropriate
education, for the fact that she was not learning at her full potential. The court ruled against
Rowley in favor of the school district explaining that FAPE does not require a school to give a
child the best education but an appropriate one. So long as the student is able to sustain
passing grades in all classes, FAPE was effectively being provided (Board of Education v.
Rowley, 458 U.S. 176 (1982). Gaps like these must be filled so that we are not simply providing
students with an okay education, but setting children up with skills they will use when they
transition into adult life and become active contributors to society.

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IMPLICATIONS OF INCLUSION
State Law
Under the Individuals with Disabilities in Education Act, each state is required to provide
a free and appropriate education (FAPE), nondiscriminatory identification and evaluation, the
Least Restrictive Environment (LRE), due process safeguards, and parent and student shared
decision-making (Heward, 2013). The specifics of the law vary from state to state, but all 50
states generally explain the same key ideals addressed above.
Virginia. As previously mentioned, the law is fairly universal for each state; therefore,
there are few significant changes in the content of the law from state to state. However,
differences can be found in the style of the literature used and followed by each States
Department of Education. Virginia, for example, breaks IDEA down in Title 22.1-Education.
This state simply dissected the federal IDEA Act and defined each key term as it pertains to
Virginias Law Code. For example, the Virginia Code defines FAPE as the following:
"Free appropriate public education" or "FAPE" means special education and related
services that: (34 CFR 300.17) (1) Are provided at public expense, under public
supervision and direction, and without charge; (2) Meet the standards of the Virginia
Board of Education; (3) Include an appropriate preschool, elementary school, middle
school or secondary school education in Virginia; and (4) Are provided in conformity
with an individualized education program that meets the requirements of this chapter.
(Virginia department of education, 2007)
Kansas. Kansas, on the other hand differs, from Virginia in the formatting of their Law
Code governing IDEA. Kansas breaks down their code into chapters dealing with each key
section of IDEA. For example, the Kansas code has a Chapter dedicated to Educational

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IMPLICATIONS OF INCLUSION
Placement and Least Restrictive Environment (Kansas Special Education Services Process
Handbook, 2011). Within that chapter, officials break down who is affected by provisions in this
section and the implications of specific situations as it pertains to the childs educational
experience. It is not much different from Virginias code except for the fact that it potentially
goes into more depth on each topic and analyzes the impact it would have on the student.
Virginias law code doesnt give as much wiggle-room, as the law is explicitly written to be
straightforward.
Inclusion in the International Arena
Inclusion education is hardly a U.S specific practice. If fact, the United States is pretty
late in the game compared to other nations like Italy. Italys various educational departments and
sectors have been working for years to improve inclusion education in their nation for quite some
time now. Like many other nations, Italy holds a strong emphasis on the correlation between
teacher attitudes towards a special needs student and their success rates in teaching inclusion. In
2004 a study was conducted in Italy that revealed that those teachers with inclusion experience
did not tend to show increased positive attitudes. However, they did find that those teachers
without experience exuded positive attitudes towards special needs students simply because they
had the desire to help. Following these observations, teachers came to the conclusion that
inclusion is more than placing a child with special needs in a regular class: it requires a positive
school environment, collaboration among teachers, the integration of the support teacher in the
process, as well as the employment of cooperative learning strategies (Ballhysa & Flagler,
2003). As America realizes that inclusion is a delicate process that begins with teachers as a
foundation, they will be able to make strives in the right direction, just as Italy has previously.

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IMPLICATIONS OF INCLUSION
Future of Inclusion Education
Art Therapy
Art therapy is an enrichment program available to inclusion and special education classes
that aid students to further their understanding of a specific subject whether it is academics or
themselves, through hands on arts and crafts. Megan Van-Meter of arttherapy.org explains, "Art
therapy as a related service involves the provision of interventive assistance that addresses a
particular students qualifications for special education services in order to promote the students
ability to function effectively in the classroom (Van Meter, 2010). Students placed in an
inclusion class may be able to keep up with the rigor of academics, but some suffering from
behavioral issues, self-esteem issues, or learning disabilities like dysgraphia can benefit
significantly from the additional related service. Often times, a students deficits and disabilities
can create a divide between them and their regular peers; therefore, feelings of inadequacy and
low self-confidence are not uncommon. By providing art therapy as a supplement, students can
foster meaningful relationships through the creation of art with one another, as well as heal some
long-term behavioral issues through the therapeutic use of crafting materials (Jarboe, 2002).
Additionally, art therapy is a manageable practice that can be used in a large classroom setting,
where not only will special needs students benefit from the related or enrichment service, but
general education students will prosper as well (Jarboe, 2002).

Conclusion
Art Therapy is a practice that is secondary in the big-picture solution to inclusion
education in the public arena currently. Before Special Ed programs around the nation can

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IMPLICATIONS OF INCLUSION
immerse themselves in art therapy, the present gaps must be patched first. Once teachers are
adequately educated and trained in the inclusion system, departments can then begin to introduce
more intensive or involved art therapy programs. Without a solid foundation that wholeheartedly supports the instructional staff in public schools, the children our nation so desperately
desires to help may fail to reach their full potential or worse, regress academically in this flawed
system. A cohesive inclusion system in the public school forum not only helps special needs
students in the short-term, but will effectively prepare them for a transition into the real world
outside of school.

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IMPLICATIONS OF INCLUSION
References
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December 20, 2015.
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(1982)
Educating students with disabilities in general education classrooms: A summary of the research.
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Education of Individuals with Disabilities, Virginia department of education 33
(Commonwealth of virginia 2007).
Florida Inclusion Network. (2015). FAQs from School Administrators. Retrieved December 20,
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Jarboe, E. C. (2002, September). Art therapy: A proposal for inclusion in school settings.
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IMPLICATIONS OF INCLUSION
http://education.jhu.edu/PD/newhorizons/strategies/topics/Arts%20in
%20Education/jarboe.htm
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Grading Rubric for Almost Final Graded Draft

Criterion

4 -- Advanced

3 Above

2 Proficient

1 -- Emerging

Zero to very few A few errors

errors

Several errors

Many errors
inhibit the
reading of the
text

Academic
language used
throughout
paper Law is a
major presence

Academic
language used
for some of
paper Lacking
law

Paper lacks
academic
language
informal
throughout

Average
Mechanics,
Grammar,
Spelling
Academic
Voice and Law

Academic
language used
through most
of paper Law
is a presence

Law is missing
entirely
Usage,

Zero to very few A few errors

Sentence

errors

Several errors

Many errors
inhibit reading
of text

All present
need to fix
several errors
or somewhat
incomplete

Missing pieces

Structure
Title,
Abstract,

All present and

correct

Body,

All present
needs to fix a
few errors

Reference

Uniform LSA Scoring convention

16 = 100

12 = 88

8 = 76

4 = 64

15 = 97
11 = 85
submission = no score

7 = 73

No

14 = 94

6 = 70

10 = 82

23

IMPLICATIONS OF INCLUSION
13 = 91

9 = 79

5 = 67

Please do the following for final: Go through and fix everything that is
marked. Then you are done!