Historical Research Review Collaboration

.pdf

School

Liberty University *

*We aren’t endorsed by this school

Course

723

Subject

Arts Humanities

Date

Feb 20, 2024

Type

pdf

Pages

Uploaded by SuperHumanRaccoon3432 on coursehero.com

Historical Review Project Historical Review: Issues of Inclusive Classroom Environments for Student Learning Angela Piergentili Education, Liberty University Author Note Angela Piergentili I have no known conflict of interest to disclose. Correspondence concerning this article should be addressed to Angela Piergentili Email: Apiergentili@liberty.edu

Historical Review Project Abstract The Individuals with Disabilities Education Act states that all children should have the opportunity to go to school and receive a fair chance to learn. Students regardless of their abilities should have fair access to engage in a classroom with rigorous curriculum and instruction. By gathering evidence and data from numerous scholarly sources, I will evaluate the effectiveness of inclusive education and least restrictive environments on those with special needs and those with exceptionalities. It will be important to acknowledge the numerous definitions of inclusion, varying policies and how these have changed over the years, and teacher collaboration and preparedness for implementation. This research paper will provide an overview of research findings, the significance and impact of this research, the importance of inclusive practices and properly creating least restrictive environments, and finally what this research means for students. Keywords: Inclusion, Least Restrictive Environment (LRE), Exceptionalities

Historical Review Project Problem Although there has been extensive research into what inclusive classrooms mean and how they work, there hasn’t been a large basis of evidence showing automatic positive outcomes; Analysis of data from inclusive classrooms fails to disentangle which students benefit from being taught alongside general education peers (Barshay, 2023). With about 7 out of every 8 students with disabilities being taught in general education classrooms, it is essential research shows how this impacts students of all abilities. Recent research shows that some students thrive in inclusive settings, while others did poorly in general education classrooms, but why? Currently, there is a lack of adequate training for general education teachers who have the possibility of teaching an inclusive classroom, leading to increased stress loads (Bacher, 2022). This means that special education teachers are taking on more of the load by pushing in or pulling out students; collaboration with these teachers and increased training for general education teachers could make a huge difference in the effectiveness of inclusive classrooms. However, in order for this collaboration to be effective, there needs to be an understanding of what an inclusive environment should look like. Cohesive collaboration may not exist between students, peers, parents, and teachers due to a lack of a definitive inclusion definition (Stoa, 2016). “Every student is different, and ‘inclusion’ for one student may look different from others (Bacher, 2022). By collaborating cohesively with all stakeholders in each individual students’ lives, educators can get a better understanding of what their inclusive environment needs to look like to be successful for all learners. This definition of inclusion and what that means for each classroom is especially important when it comes to students without disabilities. Students with exceptionalities are often

Historical Review Project missed when evaluating data of inclusive classroom environments (Edison, 2010). The Individuals with Disabilities in Education Act of 2004 does an excellent job of ensuring students with disabilities receive a fair and equal access to education with their peers. However, this act does not take into consideration what that means for students of higher learning abilities. Research has shown that there are still significant barriers to implementing inclusive education fully (Edison, 2010). Research Question Why is collaboration between special education and general education teachers essential in preventing negative impacts of inclusive classroom environments? Research Findings To fully understand the findings from research, it is necessary to understand the definitions used of inclusive education: all children in the same classrooms, in the same schools (UNICEF, 2023). However, like I’ve stated before, this does not mean inclusion at all costs; every child has the right to equal and fair education, but in order to be fully inclusive, every student also has to have the ability to learn. Inclusive education does not just impact students with disabilities, it also affects students of higher learning abilities. Many studies conducted over the years have varying results, with many inconsistencies among studies. When it comes to social effects, in a study conducted by Ayse Kart , the effects of inclusion on students without disabilities, the findings were positive (2021). Similarly, Hehir et al. reviewed six studies on social impacts of inclusion on students without disabilities, and revealed that when students without disabilities were placed in inclusive classrooms, their hostility, prejudice, and discrimination towards students with special needs were diminished (2020).

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help