There has been an increased focus on inclusive education practices that aim to provide equal opportunities for students with disabilities to learn alongside their non-disabled peers. This trend is driven by research showing that traditional models of special education often limit the social, emotional, and academic growth of students with disabilities.
Little attention has been paid to the long-term effects of inclusion on these students' academic and psychological outcomes. This article will examine the impact of school inclusion on both aspects by analyzing empirical evidence from several studies.
Long-Term Academic Outcomes
One study conducted by Reschly et al. (2015) investigated the relationship between inclusive education and student achievement by comparing standardized test scores among students with disabilities who were included in general education classes and those placed in self-contained classrooms. The results showed that students with disabilities in inclusive settings performed significantly better than those in segregated settings, suggesting that inclusion may have positive academic benefits.
The authors found that students with disabilities who received high levels of support services within inclusive settings had even higher test scores than those who did not receive as much support. These findings are consistent with previous research indicating that inclusion can lead to improved academic performance for students with disabilities (Swanson & Graham, 2008).
Psychological Outcomes
The impact of inclusion on psychological outcomes is less well understood but has also been studied extensively. A meta-analysis by Sailor et al. (2019) examined the effects of inclusion on the social skills, behavioral problems, and self-esteem of students with disabilities. They found that compared to students in segregated settings, students in inclusive environments exhibited greater social competence, fewer behavioral problems, and higher levels of self-efficacy.
They noted that some factors could moderate these relationships, such as the type and severity of the disability, the amount of support provided, and the quality of the curriculum.
This article has reviewed empirical evidence showing that school inclusion may have both short-term and long-term benefits for students with disabilities. Students in inclusive settings tend to perform better academically and develop stronger social and emotional skills than those in segregated settings. While there are still many unanswered questions about the mechanisms underlying these effects, it seems clear that including students with disabilities in general education classes can be an effective approach to improving their educational experiences and outcomes. Therefore, educators and policymakers should consider implementing policies and practices that promote inclusive education wherever possible.
How does school inclusion impact long-term academic and psychological outcomes?
School inclusion involves placing students with special educational needs in mainstream schools where they are given equal opportunities to learn alongside their neurotypical peers, as opposed to being placed in separate classes or institutions. Inclusion has been shown to improve both the academic and psychological outcomes of students with disabilities by increasing social interaction, enhancing self-esteem, and fostering a sense of belonging.