Research that Supports Inclusion

Education Policy Statement from the US Department of Education advocating strongly for early childhood inclusion for students with disabilities and then a continuation of inclusion throughout schooling: US Dept of Education POLICY STATEMENT

Compiled by: Lewis Jackson Updated, September 2015
Research reporting benefits for students with disabilities

Journal of Policy and Practice in Intellectual Disabilities
The comparison between the various subgroups revealed that children with special education backgrounds in the higher IQ range demonstrated less advanced academic skills than children with regular education backgrounds in the lower IQ range. This suggests that regular education is more stimulating for academic skill development.

Mouse click or tap on arrow icons below to open and view each section area.

Affleck, Madge, Adams, & Lowenbraun (1988). Integrated classroom versus resource model: Academic viability and effectiveness. Exceptional Children, 57, 339-348.
Baker, Wang, & Walberg (1994). The effects of inclusion on learning. Educational leadership, 52, 33-35.
Rea, McLaughlin, & Walther-Thomas (2002). Outcomes
for students with learning disabilities in inclusive and pullout programs.
Waldron & McLeskey (1998). The impact of a full-time Inclusive School Program (ISP) on the academic achievement of students with mild and severe learning disabilities.
Waldron & Cole (2000). The Indiana Inclusion Study Year One Final Report. Bloomington, IN: Indiana Institute on Disability and Community.
Wolpert (1996). The Educational Challenges Inclusion Study. New York, NY: NDSS.
Share on FacebookShare on Google+Tweet about this on TwitterEmail this to someonePrint this page