ERIC Number: ED439206
Record Type: RIE
Publication Date: 1999
Reference Count: N/A
On Inclusion and the Other Kids: Here's What Research Shows So Far about Inclusion's Effect on Nondisabled Students. On Point...Brief Discussions of Critical Issues in Urban Education.
Only a few studies have addressed the question of whether the learning of nondisabled students will suffer in inclusive classrooms. Surveys of parents and teachers generally say that they see no harm to the nondisabled children. Only one study has addressed the issue of whether nondisabled students will receive less attention from their teachers, and it found that the presence of students with severe disabilities had no effect on the amount of instructional time. Research so far shows that being in an inclusive classroom does not hurt nondisabled students, and a growing body of research indicates that nondisabled students can gain a number of important benefits from relationships with their disabled classmates. Friendship, social skills, self-esteem, personal principles, patience, and an increased comfort level with people who are different are some of the benefits students may receive in the inclusive classroom. Teachers and administrators can support these benefits if they create classrooms that foster kindness, consideration, empathy, concern, and care for others. (Contains 16 references.) (SLD)
Descriptors: Disabilities, Elementary Education, Inclusive Schools, Mainstreaming, Regular and Special Education Relationship
For full text: http://www.edc.org/urban.
Publication Type: Information Analyses
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Education Development Center, Newton, MA. National Inst. for Urban School Improvement.
Note: Reprinted from "Learning," September/October 1996 by permission of the Education Center, Inc.