Historical Research Review Collaboration (1)
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Historical Review Project
Historical Review: Issues of Inclusive Classroom Environments for Student Learning
Angela Piergentili
Education, Liberty University
Author Note
Angela Piergentili
I have no known conflict of interest to disclose. Correspondence concerning this article should
be addressed to Angela Piergentili
Email: Apiergentili@liberty.edu
Historical Review Project
Abstract
The current policies protect students with disabilities, requiring them fair access to
education with their able-bodied peers. However, research is vague and inconsistent when
discussing the impact on students without disabilities. The definition of inclusion is to create an
environment where students of all learning abilities can be successful. By gathering data from a
wide range of studies on collaboration, teacher perceptions, and affects on students with and
without disabilities, I will evaluate the effect inclusive environments have on students with or
without disabilities. I will also use this data analysis to evaluate next steps in research and best
practices for educators. To successfully evaluate the positive and negative outcomes of inclusive
classroom environments, there will need to be a cohesive definition of inclusion examined,
observation of how policies effect these classrooms, and how teacher preparedness contributes to
teacher perceptions. This paper will provide a statement of the problem, answer the question how
inclusive environments impact students of all learning abilities, and examine how this aligns with
a biblical worldview.
Keywords: Inclusion, Exceptionalities, Cohesive Collaboration
Historical Review Project
Problem
Although there has been extensive research into what inclusive classrooms mean and how
they work, there hasn’t been a large basis of evidence showing automatic positive outcomes;
Analysis of data from inclusive classrooms fails to disentangle which students benefit from being
taught alongside general education peers (Barshay, 2023). With about 7 out of every 8 students
with disabilities being taught in general education classrooms, it is essential research shows how
this impacts students of all abilities.
Recent research shows that some students thrive in inclusive settings, while others did
poorly in general education classrooms, but why? Currently, there is a lack of adequate training
for general education teachers who have the possibility of teaching an inclusive classroom,
leading to increased stress loads (Bacher, 2022). This means that special education teachers are
taking on more of the load by pushing in or pulling out students; collaboration with these
teachers and increased training for general education teachers could make a huge difference in
the effectiveness of inclusive classrooms.
However, in order for this collaboration to be effective, there needs to be an
understanding of what an inclusive environment should look like. Cohesive collaboration may
not exist between students, peers, parents, and teachers due to a lack of a definitive inclusion
definition (Stoa, 2016).
“Every student is different, and ‘inclusion’ for one student may look
different from others (Bacher, 2022). By collaborating cohesively with all stakeholders in each
individual students’ lives, educators can get a better understanding of what their inclusive
environment needs to look like to be successful for all learners.
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Historical Review Project
This definition of inclusion and what that means for each classroom is especially
important when it comes to students without disabilities. Students with exceptionalities are often
missed when evaluating data of inclusive classroom environments (Edison, 2010). The
Individuals with Disabilities in Education Act of 2004 does an excellent job of ensuring students
with disabilities receive a fair and equal access to education with their peers. However, this act
does not take into consideration what that means for students of higher learning abilities.
Research has shown that there are still significant barriers to implementing inclusive education
fully (Edison, 2010).
Research Question
Why is collaboration between special education and general education teachers essential
in preventing negative impacts of inclusive classroom environments?
Research Findings
To fully understand the findings from research, it is necessary to understand the
definitions used of inclusive education: all children in the same classrooms, in the same schools
(UNICEF, 2023). However, like I’ve stated before, this does not mean inclusion at all costs;
every child has the right to equal and fair education, but in order to be fully inclusive, every
student also has to have the ability to learn.
Inclusive education does not just impact students with disabilities, it also affects students
of higher learning abilities. Many studies conducted over the years have varying results, with
many inconsistencies among studies. When it comes to social effects, in a study conducted by
Ayse Kart , the effects of inclusion on students without disabilities, the findings were positive
(2021). Similarly,
Hehir et al. reviewed six studies on social impacts of inclusion on students
without disabilities, and revealed that when students without disabilities were placed in inclusive
Historical Review Project
classrooms, their hostility, prejudice, and discrimination towards students with special needs
were diminished (2020).
However, many studies have observed that there are several factors contributing to the
varied results of inclusive classrooms.
A study conducted by Dionne Edison in 2010, compared
regular and special education teacher perceptions about inclusion in a rural Alabama school
district. The results concluded that the positive outcomes of inclusive classrooms depended on
the teacher's level of experience and training, teacher collaboration, and administrative and
parental support. When teachers were forced to accept inclusion, without proper preparation,
resistance from teachers made implementation unsuccessful (Aldridge and Goldman, 2007).
Overall, through numerous studies, as inclusion has been studied extensively since first
introduced, it can be understood that there are numerous factors contributing to student success.
Those with and without disabilities learn differently, regardless of the environment, and inclusion
is not a one size fits all method.
Based on these results, future recommendations to improve services need to answer the
questions: is there training for new teachers? Is the environment in the classroom the problem?
Why do teachers feel unprepared? There needs to be a quantitative measure of success that
incorporates all inclusive environments, to determine the relationships between inclusive
environments and academic success.
Biblical Worldview
The concept of inclusion follows closely with Christian values, as various scriptures
support this that all students are equal and should learn in that way. Leviticus 19:14 States “you
shall not curse the death or put a stumbling block before the blind, but you shall fear for God: I
Historical Review Project
am the Lord” (Bible Portal). However, due to the lack of resources and staffing issues many
schools are facing, this collaborative method of teaching has been unachievable.
“As iron sharpens iron, so one person sharpens another” (Proverbs, 27:17). As stated
previously, collaborative teaching is essential to inclusive environments, due to stakeholders
supporting each other’s strengths in the implementation process. As the proverb describes,
educators can “sharpen” one another as they support the process to create a success inclusive
classroom.
When it comes to the issue of how inclusive classrooms affect those students with and
without disabilities, it is important to answer the question, how can teachers be prepared and
equipped to use research-based instructional practices? “Two are better than one because they
have a good return for their labor; if either of them falls down, one can help the other up
(Ecclesiastes 4:9-12). It is more than just working together, it is preparing teachers, offering them
proper training, and improving perceptions.
As stated previously, in a study by Dione Edison, teacher perceptions play a significant
role in successful inclusive classroom education. Inclusive environments can foster improved
social interactions, but only if the educator also has a positive attitude towards the environment.
“A generous person will prosper; whoever refreshes others will be refreshed” (Proverbs, 11:25).
A learning environment is only as successful as the teacher leading it.
Conclusion
“Inclusive schools will lead to inclusive societies” (EASNIE, 2018). In order for
educators to create an inclusive and collaborative environment, they need to model what this is
as well; by collaborating with other educators, students can feel more in an unfamiliar
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environment, leading to their success. Educators and all those involved in a student’s education
should teach students classroom curriculum, but also how to be a part of a community.
However, inclusion should not come at the cost of student learning, these environments
are only as successful as those implementing them. According to the research analyzed, it is
clear that there is still room to improve when understanding the success of inclusion. First and
foremost, there needs to be a cohesive definition for educators to understand and effectively
collaborate with their teams. As stated before, each student’s needs are different, therefore
inclusion may look different for every classroom.
For inclusive education to yield the results educators and administrators hope for,
teachers, parents, students, and classmates need to work together to create an environment that
reaches every student and their different learning needs.The U.S. Department of Labor, (2006),
emphasized the importance of collaboration between special education and regular education
teachers in the classroom, stating that with each teachers’ varying strengths, collaboration is the
best way to have success in inclusion. “Education is the process of developing an individual into
a responsible, purposeful, innovative, creative, and useful being” (Ekeh, 2013).
Historical Review Project
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