Benefits and Challenges of Various K-12 Inclusion Models
A major component of ensuring equitable access to rigorous educational opportunities for all students is the inclusion of students with disabilities alongside their non-disabled peers at all levels of public education. This extensive literature review examines the existing research and literature ba...
Saved in:
| Main Author: | |
|---|---|
| Format: | Online |
| Language: | eng |
| Created: |
Oscar Rennebohm Library
2020
|
| Online Access: | http://digitalcollections.edgewood.edu/cdm/ref/collection/p16315coll4/id/18 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| id |
edcoai_p16315coll4-18 |
|---|---|
| record_format |
ojs |
| spelling |
edcoai_p16315coll4-18 Benefits and Challenges of Various K-12 Inclusion Models Doty, Patrick A major component of ensuring equitable access to rigorous educational opportunities for all students is the inclusion of students with disabilities alongside their non-disabled peers at all levels of public education. This extensive literature review examines the existing research and literature base to identify the benefits and challenges of various inclusion models across educational levels. Three main categories of inclusion models are identified along a continuum from less inclusive to more inclusive. Self-contained special education classrooms are the least inclusive option, mainstreaming is a middle ground, and full inclusion is the most inclusive option. Educational leaders at the elementary, middle, and high school levels have moved along the continuum toward more inclusion in recent decades. While this trend is supported by the available research, very little empirical research exists clarifying which specific inclusion models are most effective. Further research is recommended to examine the relative impact of implementing various inclusive practices on long-term outcomes for students with disabilities. Mainstreaming in education; Inclusive education; Special education; Students with disabilities; Public schools 2020-08 United States eng text application/pdf ESC-2020-Doty Oscar Rennebohm Library Non-exclusive permission granted by the copyright holder (author), authorizing the Oscar Rennebohm Library, Edgewood College, to digitize and distribute the work for nonprofit, educational purposes. Commercial use or profit is prohibited. The copyright owner retains all other rights of the work. http://digitalcollections.edgewood.edu/cdm/ref/collection/p16315coll4/id/18 |
| institution |
Edgewood College |
| collection |
OJS |
| language |
eng |
| format |
Online |
| author |
Doty, Patrick |
| spellingShingle |
Doty, Patrick Benefits and Challenges of Various K-12 Inclusion Models |
| author_facet |
Doty, Patrick |
| author_sort |
Doty, Patrick |
| title |
Benefits and Challenges of Various K-12 Inclusion Models |
| title_short |
Benefits and Challenges of Various K-12 Inclusion Models |
| title_full |
Benefits and Challenges of Various K-12 Inclusion Models |
| title_fullStr |
Benefits and Challenges of Various K-12 Inclusion Models |
| title_full_unstemmed |
Benefits and Challenges of Various K-12 Inclusion Models |
| title_sort |
benefits and challenges of various k-12 inclusion models |
| description |
A major component of ensuring equitable access to rigorous educational opportunities for all students is the inclusion of students with disabilities alongside their non-disabled peers at all levels of public education. This extensive literature review examines the existing research and literature base to identify the benefits and challenges of various inclusion models across educational levels. Three main categories of inclusion models are identified along a continuum from less inclusive to more inclusive. Self-contained special education classrooms are the least inclusive option, mainstreaming is a middle ground, and full inclusion is the most inclusive option. Educational leaders at the elementary, middle, and high school levels have moved along the continuum toward more inclusion in recent decades. While this trend is supported by the available research, very little empirical research exists clarifying which specific inclusion models are most effective. Further research is recommended to examine the relative impact of implementing various inclusive practices on long-term outcomes for students with disabilities. |
| publisher |
Oscar Rennebohm Library |
| publishDate |
2020 |
| url |
http://digitalcollections.edgewood.edu/cdm/ref/collection/p16315coll4/id/18 |
| _version_ |
1800932348526592000 |