The effects of inclusion on

regular education students

Shaan Noble
4545101
Inclusive education involves welcoming a diverse range of students into a
classroom, treating them equally and allowing all students to learn and
contribute together within the mainstream educational setting (Cologon 2013).
The inclusive style is receiving constant attention, however this attention is
generally focused on the students with disabilities and the impact that inclusion
has on their learning. Often we dont consider the effects of inclusion on regular
education students, despite the fact that inclusion believes all students are
treated equally within an educational community. The purpose of this essay is to
investigate the impact that inclusive classrooms have on the regular education
students and how this style of learning might be affecting the academic
achievement of these students. The concerns or disadvantages for students
without disabilities involved in an inclusive classroom will be explored along with
the many advantages and benefits it has for regular education students. Finally
the planning, training and techniques that have been proven to work successfully
in an inclusive environment will also be investigated.
While there are many benefits and advantages of inclusion in the classroom, the
disadvantages, especially for regular education students are often dismissed.
However, many parents or guardians will have fears for the academic
achievement of their child without a disability when entering an inclusive
classroom for the first time. Typically an inclusive classroom can be very lively,
when compared to a non-inclusive classroom. Some students without disabilities
could see this active approach as a disruption to their own learning (Berg 2004).
The academic progress of a student without a disability could be hindered if
these students were unable to ignore any added distractions, making it difficult
to concentrate (Staub & Peck 1995). Distractions in an inclusive classroom could
include special education students verbally and physically disrupting a lesson or
students, teachers and teaching aids coming in and out of the classroom (Berg
2004). However studies such as (Hollowood et al. 1995) which compared regular
education students in both inclusive and non-inclusive classrooms indicated that
the presence of special education students had no influence on time lost in
interruptions or the levels of allocated or engaged time for the students without
disabilities (Katz & Mirenda 2002). An inclusive classroom is also capable of
causing a degree of jealousy between the students without disabilities and the
special education students (Staub & Peck 1995). Regular education students
might notice the reduced work load and modified assessments for the special
education students, as well as the additional one on one attention they are
receiving. This could lead to resentment and therefor bullying towards the
special education students, preventing positive connections between the

students (Katz & Mirenda 2002). Like all things, inclusive education will have
certain disadvantages for students both with and without disabilities that the
education teacher and school must take into consideration when before
implementing inclusion.
While there are numerous benefits for students with disabilities in an inclusive
classroom, there are also many advantages for regular education students both
socially and academically. Having peers with special needs and disabilities in a
classroom allows regular education students the opportunity to learn, appreciate
and be more accepting of individuals who require a differentiated/ individualised
learning program (Staub & Peck 1995). Inclusive classrooms can help students
be respectful and understanding of the needs and individual differences of others
within a community. Students grow to form positive relationships with one
another, creating an encouraging attitude towards their peers and a greater
tolerance for a diverse range of characteristics (Staub & Peck 1995). Preparing
the regular education students for life in communities with a variety of
disabilities, race and beliefs. Students without disabilities can also benefit
academically from inclusive education with a flexible curriculum that is
responsive to a variety of different learning abilities (Walker & Ovington 1999).
No two students are alike in the way that they learn and inclusion enables a
classroom with many opportunities to learn with support systems, resources and
technology (Katz & Mirenda 2002). Lastly, regular education students with a
strong understanding of content can be involved in peer tutoring, demonstrating
their knowledge to their fellow classmates. This is a great way for students
without disabilities to master the subject matter and enhance their level of ability
in these topics with partner activities or strategic grouping (Katz & Chard 2000).
Altman & Kanagawa (1994) researched the use of one on one teaching within
regular education and special needs students. Greater levels of academic
success and engagement were repeatedly found with all students when
compared to independent work or whole class learning (Muyskens & Ysseldyke,
1998; Cushing & Kennedy, 1997). Peer tutoring will also help students to improve
self-esteem and practice leadership and mentoring skills that they can take with
them to adulthood (Katz & Mirenda 2002). Children with disabilities are not the
only ones who benefit from an inclusive classroom. Regular education students
achieve academic success and a better understanding of the world and its
diversity when involved in inclusive education.
Research on inclusive education over the years has recognized many social and
academic advantages for regular education students. Implementing effective
ways of teaching such a diverse range of students will support the learning and
ensure success of all students within an inclusive classroom. This begins with
professional development and support for the education teacher to be able to
provide and teach the students with disabilities effectively (Walker & Ovington
1999). Without the help of special education teaching aids, additional resources
and time set aside for preparation, instructional planning and collaboration the
education teacher could become overwhelmed and the inclusive class may not
run successfully (Berg 2004). Teachers must also be trained in a variety of
techniques that have been proven to be effective in an inclusive classroom. It is

important to note that each special needs student will require an individualised
learning plan or behavioural management plan and certain strategies may need
to be trialled and adjusted accordingly (Hunt et al. 1994). Several teaching
techniques used to promote achievement for both students with or without
disabilities include cooperative learning, collaborative teaching, performance
based assessment and peer tutoring (Walker & Ovington 1999). Studies have
showed that students in academic areas who act as peer tutors are able to
absorb the content and material to a greater extent than students who simply
read the materiel or passively listened (Fisher, Schumaker & Deshler 1995).
Studies such as (Kamps et al. 1994) have also explored the effects of peertutoring programs on all students within an inclusive classroom. The results
displayed an increase in social interaction between students and an
improvement in both reading and comprehension skills for both students with
and without disabilities (Katz & Mirenda 2002). Through the use of performance
based assessment, teachers are able to investigate how successful their
methods of teaching are by analysing the achievement of each individual
student using running records, springboards and individual learning goals (Katz &
Mirenda 2002). This style of assessment has been known to considerably
improve the students academic achievement both with and without disabilities
by allowing students who have difficulties in certain areas to still be able to
express their skills and knowledge (Katz & Mirenda 2002; Dalton et al. 1995). In
order for students with or without a disability to succeed in an inclusive
classroom, they must have the full support of the school, access to resources,
teaching techniques, support and collaboration of both the teacher and teaching
aids.
The public will continuously criticise or support the idea of inclusion but as long
as they aspire towards all students with or without disabilities receiving the best
education imaginable, thats all you can ask for (Cologon 2013). While an
inclusive classroom can be disruptive and at times difficult to concentrate for
some students it can also involve regular education students mastering their
subject matter, excelling in certain areas and becoming peer tutors for their
fellow classmates (Katz & Mirenda 2002). Inclusion also has the potential to
cause regular education students to sometimes form jealousy and resentment
towards classmates with more one on one attention, however at the same time
should encourage students to be more respectful and understanding of each
students individual needs (Berg 2004). Research has revealed that specific
teaching techniques such as peer tutoring, performance based assessment and
collaborative teaching increase the learning of all students in either a general or
special education classrooms (Walker & Ovington 1999). These strategies are
supported by inclusive schools and should be implemented along with support
systems and teaching aids for the inclusive classroom to be successful for all
students involved (Walker & Ovington 1999). Further research to consider the
impact inclusive classrooms have on the students with and without disabilities
when no teaching aids and minimal resources are present could encourage more
schools with minimal funding to reconsider their options.

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