Chapter 17

• Inclusive Education is the process of ensuring that all learners share the same educational opportunities as their same-aged peers.
• Universal design for learning guidelines ensure access to all learners by using videos with amplified sound and subtitles, having a sign language interpreter in the class, providing graphic symbols with alternative text descriptions, using simpler words, and having materials enlarged or transcribed into Braille.
• Literature would show that inclusion is providing all educational services to students with disabilities in a general education setting (Idol, 1997).
• Inclusion is about full membership of an age-appropriate class in the local school, doing the same lessons as other pupils (Hall in Florian, 2005).
• Education is not simply about making schools accessible for those who are already able to access them.
• Inclusive Education is about being positive in identifying the barriers and obstacles learners encounter in attempting to access opportunities for quality education, as well as in removing those barriers and obstacles.
• Attitudinal Barrier in Inclusive Education include negative attitudes, negative imagery, and language, stereotypes, stigma, and discrimination (World Health Organization, 2011).
• Environmental Barrier in Inclusive Education include inaccessible policies, information and service delivery provisions.
• Muega and Echavia (2011) report that general education teachers are not prepared to handle students with disabilities in their classes due to the fact that there was no mandatory course or training in both their in-service and pre-service teacher education institutions.
• In the Philippines, the practice of inclusion is being implemented by general education teachers.
• On another study done in the pre-service level, Bustos, et.al. (2012) revealed that having one course on Special Education helps pre-service teachers improve their attitudes towards inclusion, but this course nonetheless was not effective in equipping them with strategies in handling inclusion in the regular classrooms.
• The findings of the studies above corroborates with the study of Custodio (2019) stating that the in-service teachers or the cooperating teachers were found to be unsuccessful in preparing pre-service teachers or student teachers towards inclusive education due to lack of teacher preparation.
• The study also observed that there were no practices on differentiated instruction, modifications and accommodations among the regular teachers of the school participants.
• Studies have shown some negative effects of separate special education placement.
• Due to these findings, it was recommended that both pre-service and in-service teachers should have training in handling inclusive education, most especially that a new policy was born.
• Studies reveal that these teachers seem to have difficulties in its implementation.
• Improved communication and social skills (Beukelman & Mirenada, 2005; Fisher & Meyer, 2002; McShehan, Sonneimenier, & Jorgensen, 2009; Soto, Mulle, Hunt, & Goetz, 2001)
• Reduced fear of human differences accompanied by increased comfort and awareness (Peck, Carlson & Helmstetter, 1992)
• Improved attitudes towards diversity (Flinke, McNaughton & Drager, 2009)
• Inclusion is not just seen as an advantage to people with disabilities, but also to those without disabilities.
• Higher expectations for student learning (Jorgensen, McShehan, & Sonneimenier, 2007)
• Enhanced adult outcomes in the areas of post-secondary education, employment, and independence (White & Weiner, 2004)
• Lesser absences from school and referrals for disruptive behavior (Helmstetter Curry, Brennan, & Sampson-Saul, 1998)
• Positive growth in social cognition (Murray-Seegert, 1989)
• Findings from a large number of research studies show positive effects of inclusion as listed below:
• Unique opportunities for learning prejudice and equity (Fisher, Sax & Jorgensen, 1998)
• The rationale for inclusion is also supported by the fact that no studies conducted since the late 1970s have shown an academic advantage for students with disabilities educated in separate settings (Falvey, 2004).
• Developed friendship, leadership skills, and social competency (Geisthardt & Munsch, 1996)
• Increased engagement, affect, and participation in integrated social activities (Hunt, Farron-Davis, Becksted, Curtis, & Goetz, 1994)
• Increased academic achievement, assignment completion, and classroom participation (Cushing & Kennedy, 1997)
• Achievement of more IEP goals (Brinker & Thorpe, 1984)
• More satisfying and diverse social relationships (Guralnick, Connor, Hammond, Gottman, & Kinnish, 1996)
• Better academic outcomes in the areas of literacy and mathematics (Cole, Waldron, & Majd, 2004; Cosier, Causton-Theoharis, & Theoharis, 2013; Dessemontet, Bless, & Morin, 2012; Kurth & Mastergeorge, 2010; Ryndak, Alper, Ward, Storch, & Montgomery, 2010; Ryndak, Morrison, & Sommerstein, 1999)