Title of Presentation or Performance
Effects of Classroom Environments on all Students: An Analysis of Literature on Inclusive Classrooms
Submission Type
Event
Faculty Advisor
Leah Nillas
Expected Graduation Date
2018
Location
Room 102, State Farm Hall
Start Date
4-21-2018 10:00 AM
End Date
4-21-2018 11:00 AM
Disciplines
Education
Abstract
Inclusion exists in the classroom when all students are able to attend their most accessible public schools in appropriate, regular-education classes, and are provided accommodations to allow them to learn, contribute and participate in all aspects of the class. In the United States, the Individuals with Disabilities Education Act of 1975 mandates that all students have the right to a free, appropriate public education in a least restrictive environment possible. Since the mid-70s, there has been a significant rise in the percentage of students served by federally supported special education programs. According to the National Center for Education Statistics, increased from 8.3% to 12.9%, and the percentage of student identified as having specific learning disabilities from 1.8% (1976-77) to 4.5% (2013-14) (Students with Disabilities, 2017). While much progress has been made regarding student with disabilities, in many cases, more can be done to provide students with higher levels of educational liberation. Inclusive classroom environments provide an immense increase in educational opportunities and success for students with disabilities, and students without disabilities. This research synthesis examines successful methods for promoting inclusion in the classroom; and discusses why inclusion is beneficial for all students. This literature review necessitates further study into the academic progress of all students when placed in an inclusive classroom environment. Additionally, more research into inclusive practices for traditionally marginalized students, not necessarily those with disabilities, would strengthen this overarching claim.
Effects of Classroom Environments on all Students: An Analysis of Literature on Inclusive Classrooms
Room 102, State Farm Hall
Inclusion exists in the classroom when all students are able to attend their most accessible public schools in appropriate, regular-education classes, and are provided accommodations to allow them to learn, contribute and participate in all aspects of the class. In the United States, the Individuals with Disabilities Education Act of 1975 mandates that all students have the right to a free, appropriate public education in a least restrictive environment possible. Since the mid-70s, there has been a significant rise in the percentage of students served by federally supported special education programs. According to the National Center for Education Statistics, increased from 8.3% to 12.9%, and the percentage of student identified as having specific learning disabilities from 1.8% (1976-77) to 4.5% (2013-14) (Students with Disabilities, 2017). While much progress has been made regarding student with disabilities, in many cases, more can be done to provide students with higher levels of educational liberation. Inclusive classroom environments provide an immense increase in educational opportunities and success for students with disabilities, and students without disabilities. This research synthesis examines successful methods for promoting inclusion in the classroom; and discusses why inclusion is beneficial for all students. This literature review necessitates further study into the academic progress of all students when placed in an inclusive classroom environment. Additionally, more research into inclusive practices for traditionally marginalized students, not necessarily those with disabilities, would strengthen this overarching claim.