Where is Inclusion Research?
1. I was surprised at such a small sample that was used for each study. Data
collected didn’t measure the right information.
- Study 1: 89 articles reviewed, 37 used
- Study 2: Only studied 4 elementary schools and 4 high schools. Used info from both
- Study 3: 1373 articles reviewed, only 14 used
2. I find it appalling that We put laws into place regarding the rights of
special education students, but require no data to see if law is being
- PL 94-142 Education for all Handicapped Children Act-free and appropriate educat0n for all children w/ disabilities 1975
- Individuals w/ Disabilities Act 1990-least restrictive environment
- Renewed 1997, 2004
3. Thought process archaic, quote from 2006 article-“Overall the impact of
including students with disabilities in the classroom was not thought to be
harmful to other students.
- My students look like all the other kids
- 1st 2 weeks of school-“He’s yours, right?” “Nope.”
- Kids are hand selected for inclusion
4. Problems w/ research are
- disagreement about definitions of type disability, inclusion, collaboration, severity. What is mildly Learning Disabled?
- Data collected qualitative
- how do you measure “improved” or “better”
- Teacher ratings are subjective
5. Insufficient data, insufficient data, insufficient data….
6. Affirmation that what we are doing is correct
“Two compatible teachers have A shared teaching space with a diverse
student group, shared responsibility for planning and instruction, and
substantive teaching by both co-teaching partners.”
References for I-Search Paper
Idol, Lorna., (2006). Toward inclusion of special education students in general education. Remedial and Special Education, Volume 27 (number 2), pages 77-94.
Lindsey, Geoff., (2007). Educational psychology and the effectiveness of inclusive education/mainstreaming. British Journal of Educational Psychology, Volume 77, pages 1-24.
Weichel-Murawski, Wendy., & Swanson, H. Lee., (2001). A meta-analysis of co-teaching research Where are the data? Remedial and Special Education, volume 22 (number 5), 258-267.