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Running head: EFFECTS OF INCLUSION 1 Effects of Inclusion on Students with Significant Disabilities, in Upper Elementary, in all Areas of Learning, Social and Emotional Needs Colleen Granger Augustana University A Research Synthesis Report Presented in Partial Fulfillment of the Requirements For the Degree of Master of Arts in Education 7/15/2021

EFFECTS OF INCLUSION 2 Dr. Vikki Hennard Table of Contents Review of the Literature .................................................................................................................. 6 History of Inclusion ..................................................................................................................... 6 Implementation ............................................................................................................................ 8 Multi-tiered System of Support (MTSS) .................................................................................. 9 Paraprofessional ....................................................................................................................... 9 Co-teaching ............................................................................................................................ 11 Resource Needs .......................................................................................................................... 12 Staff training ........................................................................................................................... 12 Curriculum .............................................................................................................................. 13 Collaboration .......................................................................................................................... 13 Peer support ............................................................................................................................ 14 Barriers ....................................................................................................................................... 15 Evidence-based practices ....................................................................................................... 15 Training .................................................................................................................................. 16 Teacher’s attitude ................................................................................................................... 16 The Impact on Mild Disabilities ................................................................................................ 16 Academic Impact ....................................................................................................................... 17 Engagement ............................................................................................................................ 17

EFFECTS OF INCLUSION 3 Reading growth ...................................................................................................................... 18 Math growth ........................................................................................................................... 18 Social-Emotional Impact ............................................................................................................ 19 Definition of Significant Disabilities ......................................................................................... 20 Down syndrome ..................................................................................................................... 21 Multiple learning disabilities .................................................................................................. 21 Traumatic brain injuries ......................................................................................................... 21 Challenges of Academic Learning ............................................................................................. 22 Challenges of Social Emotional Learning ................................................................................. 24 Behavioral Difficulties ............................................................................................................... 25 Emotional difficulties ................................................................................................................. 25 Resource Needs .......................................................................................................................... 26 Analysis ......................................................................................................................................... 26 Application .................................................................................................................................... 29 Conclusion ..................................................................................................................................... 33 References ...................................................................................................................................... 35

EFFECTS OF INCLUSION 4 The Effects of Inclusion on Students with Significant Disabilities, in Upper Elementary, in all Areas of Learning, Social and Emotional needs . This research synthesis project seeks to examine the effects of inclusion on students with significant disabilities, in upper elementary, in all areas of learning, social and emotional needs from a new perspective. This includes children with physical, mental and developmental disabilities. Inclusion comes from putting students with Individual Education Plans (IEP) in the Least Restrictive Environment (LRE) (Francisco et al., 2020). This research looks at the effects of inclusion for students with significant disabilities based upon the impact it has already had on students with mild disabilities. The following literature review will include current research and trends in inclusion. The review will begin with an overview and history of inclusion to give background information. It will also discuss laws and legislation that led to the start of inclusion in public schools. The Individuals with Disabilities Education Act (2004), states that students with disabilities should be educated with the general education population as much as possible. These students should also have access to the general education curriculum (Francisco et al., 2020). This background information and framework leads the research about how inclusion was implemented through which the researcher answers the question posed in this project. The idea of inclusion is to give all students the best education and should teach to the individual student and their needs (Schwab et al., 2015). It is followed by a review of the literature on the implementation of inclusion in a general education classroom, and the different practices of inclusion such as paraprofessionals, co-teaching, and Multi-Tiered System of Support (MTSS). Inclusion can have many different practices and look different depending on the student and situation (Schwab et al., 2015). By

EFFECTS OF INCLUSION 5 examining the current trends and perspectives that represent the study of inclusion, the reader will understand the challenges associated with addressing the issue. The information in this paper provides insight to the reader about the resources needed for successful inclusion in the classroom for students with moderate to significant disabilities. These resources include teacher training, curriculum and collaboration. Since placing students with disabilities in a general education classroom, more resources are needed to help make the inclusive setting more successful. Research has found more teachers need training to assist with these students in their classrooms (LaCruz-Perez et al., 2021; Welborn, 2019). Teachers also need training in best practices, this includes instructing students individual learning style and needs. Collaboration is teachers working together to implement strategies in an inclusive classroom (Buli-Holmberg & Jeyaprathaban, 2016). Working with other teachers such as special education, psychologist, and speech pathologist will help the student accomplish goals and objectives while still having access to the general education curriculum (Buli-Holmberg & Jeyaprathaban, 2016). The researcher shows a connection of the resources that are needed, so the reader will be able to recognize the barriers both teachers and school districts face when trying to implement inclusion. These barriers include time to collaborate, access to appropriate curriculum and evidence-based practices along with teacher’s attitude toward inclusion. By looking at the current courses and perspectives of implementing inclusion into the classroom, and the barriers, the reader will understand the challenges associated with addressing the issue of having students with disabilities in the general education classroom. To show the connection between inclusion and students with significant disabilities, the researcher presents the impact of inclusion on students with mild disabilities. Placing students

EFFECTS OF INCLUSION 6 with mild disabilities in an inclusive classroom has an impact on their academic and social- emotional needs (McMurray & Thompson, 2016; Zweers et al., 2021). The importance of this literature is to show the reader the positive impact inclusion has had for these students academically and socially. Research suggests that placing students with disabilities in an inclusive environment will decrease behavior, and improve academic abilities (Anderson, 2021; Lohbeck, 2020; Smogorzewska et al., 2019). Inclusion also helps students with feeling more socially accepted (Anderson, 2021). Finally, the literature review provides an analysis of students with significant disabilities. The researcher provides both academic and social-emotional challenges that students face when in a regular classroom. Severe disabilities can exhibit different characteristics. These can range from limited communication to difficulty with movement and social skills. Due to these characteristics, these students may require more support in an educational environment (Johnson et al., 2020). Since these students may require more support, it has led to challenges when integrating them into an inclusive classroom. The information presented in this review provides the importance and impact of inclusion on students with significant disabilities and the reader will see how the positive effects can be critical for student success. This review seeks to answer the question: what are the effects of inclusion, in upper elementary, for students with significant disabilities in all areas of learning and social emotional needs? Review of the Literature History of Inclusion Special education programs have changed significantly in the past 30 to 40 years. Public schools did not service many special education students (Kart & Kart, 2021). Then laws and regulations started to change and the Education for All Handicapped Children was initiated in

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