Is Inclusion an Illusion? An Examination of National and State Trends Toward the Education of Students with Learning Disabilities in General Education Classrooms

Abstract

The inclusion of students with learning disabilities (LD) remains one of the more controversial issues in special education. Although research evidence seems to reveal that students with LD should spend most of the school day in the general education classroom, little data are available regarding the extent to which states are moving toward educating these students in less restrictive settings. This investigation was conducted to examine national and state data related to changes that occurred during the 1990s in educating students with LD in less restrictive settings. The results revealed that little change occurred across the United States as a whole, and that only 15 states moved toward educating students with LD in less restrictive settings during this time. The findings of this investigation further revealed that much of the apparent movement toward educating students with LD in general education classrooms is largely an illusion, explained primarily by the increasing identification rate for students with LD. The implications of these findings for future research and practice are discussed.

Wherefore art thou, inclusion? Analysing the development of inclusive education in New South Wales, Alberta and Finland

“…Prior to the Basic Education Act, extra funding was connected exclusively with the special class/special school placement; a policy setting that has been noted to drive the segregation of low-performing students who require additional support (McLeskey et al 2004). The rapid increase of students placed full-time in regular classrooms during early 2000 is related to the new BEA mandate for students with a disability to be placed either full or part-time in the regular classroom with an IEP.…”

Religion and attitudes of college preservice teachers toward students with disabilities: implications for higher education

“…and should more restrictive special education placement options be maintained?) Indeed, the degree of implementation of this school change movement differs not only among countries reflecting differences in their educational traditions and socioeconomic cultural and political conditions, but also within nations i.e., states and districts (Booth and Ainscow 1998;Marchesi 1993;McLeskey et al 2004;Meijer et al 1994).…”

School Problems and Solutions for Students With Disabilities: A Qualitative Examination

“…Although many schools attempt to be inclusive, there are challenges with full and successful implementation (McCleskey, Hoppey, Williamson, & Rentz, 2004), which can lead to problems for students with disabilities (Brown et al, 2004). The current study provides important information on five major types of problems that low-income students of color with disabilities experienced when transferring to integrated schools: academic, behavioral, mobility/accessibility, social, and transportation issues.…”