A recent column scrutinizing special education inclusion research sparked extensive public debate. Scholars, parents, and educators weighed in, discussing the merits and flaws of integrating students with disabilities into general education classrooms. The conversation reached platforms like Reddit, with over 160 comments, and included input from officials like the U.S. Department of Education’s special education research commissioner. Here are key perspectives from the discourse.
Inclusion in the general education classroom is a ‘human right’
Abby Taylor, a special education adjunct professor at the University of West Georgia, emphasized inclusion as a human right. According to Taylor, systemic barriers in education hinder students with disabilities, even in inclusive contexts. She argued that such barriers prevent these students from achieving their full potential.
“We are always working towards supporting people’s understanding of inclusion as a human right and not as an intervention or variable in a research study.”
Higher test scores aren’t the only or even the most important goal
Chris Yarrell, an attorney at the Center for Law and Education, highlighted the importance of social and psychological benefits of inclusion, which are often overlooked in favor of academic outcomes. He believes that these benefits are foundational to academic success.
“Social or psychological benefits—like peer interaction, belonging, and reduced isolation—aren’t incidental to learning/academic achievement. They’re foundational.”
Opting for private school
Beth Netherland, a mother of a child with learning struggles, expressed dissatisfaction with both general and special education practices. She believes evidence-based methods are rarely used, leading families to seek private education.
“My son with ADHD & speech/language difficulties received early & intensive literacy interventions, & he’s thriving in general Ed classes at a private Catholic school. Straight A’s.”
Poor instruction and progress for students with learning disabilities
Monica McHale-Small from the Learning Disabilities Association of America criticized the lack of progress for students with learning disabilities in inclusive settings. She noted that despite having individualized education programs (IEPs), many students make little academic progress.
“The outcome of inclusion for students with SLD [students with learning disabilities] is frequently less than positive.”
Frustrated teachers
A Texas sixth-grade teacher expressed challenges in providing adequate support to students with disabilities in her general education classroom. She feels that the lack of one-on-one academic support is a disservice to these students.
“I do believe they are at a disservice due to the nonexistent one-on-one academic support they need in the general education classroom.”
Financial constraints
Justin Baeder, a former principal, suggested that inclusion is often driven by financial constraints rather than student needs. He argued that inclusion may not always align with what a child requires for optimal learning.
“If you have a student who needs a quiet classroom, who needs a calm environment… it’s because inclusion is what’s available, not necessarily what the kid actually needs.”
A future research agenda
Nathan Jones from the National Center for Special Education Research highlighted the need for more research on effective inclusion practices. He noted the challenges of providing sufficient interventions and the shortage of qualified educators.
“We have evidence here and there, but it’s not sufficient evidence to provide clear guidance to folks that are making decisions.”
A tough discussion
The discussion around special education inclusion remains complex and charged. Many agree with Ashlyn, who posted on X, “We need to have a tough discussion about inclusion. It’s time.”
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