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1 IDENTIFY A PROBLEM 1 The Impact of The Least Restrictive Environment on All Student Environments Angela Piergentili School of 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

2 Topic Statement “The meaning of inclusion is bitterly disputed, fueled in part by two contrasting views of disability” (Burns, 2014). The goal of inclusive classrooms is to establish the least restrictive environment for those students with special needs. However, the meaning of integration or inclusion can be unclear, and the impact this has on inclusive environments may not always be overly beneficial. The understanding of inclusion in education has transcended the assumption that inclusion is about students with special needs (Qvortrup, 2018). However, it needs to be recognized that an inclusive environment also impacts general student learning and teacher expectations. In order to truly understand the impact of the least restrictive environment on all environments, research needs to be done to encompass all those involved in student learning; including, the three dimensions of inclusion: levels of inclusion, types of social communities, and different degrees of inclusion. Practices, Policies, and Procedures that Relate to the Topic “Inclusive education guarantees the right of education for every child despite their physical and/or mental disabilities” (Hossain, 2014). Numerous practices and policies have led to the implementation of inclusive environments, the two biggest being The Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 (Yale PCTL, 2023). Both of these policies forbid schools to deny any student education based on disability, thus requires educators to teach all students equally. Prior to these policies, exclusion was the norm, not the exception, with the majority of students with disabilities either receiving their education in separate rooms or not at

3 all. By including every student in a general education classroom, school systems could be creating a high stress environment where more specific policies need to be put into place. Importance of the Topic Although this type of education has slowly been entering the school system since the 1970s, many teachers are still under trained, and many schools are understaffed, while the true meaning of inclusion is still heavily disputed. Many believe that by introducing an inclusive environment in their classrooms means dismantling of the institutional structures of schooling that never even imagined students with disabilities (Burns 2014). In the school year 2021-2022, nearly 7.3 million students were identified as receiving special education services, and although these students should have access to a least restrictive environment, it should not be at the expense of all student learning. Many theories and studies show that students in the general population benefit socially, as it decreases discrimination and negative viewpoints, however, it can also hinder the learning of the entire classroom. Lack of a specific definitions of inclusion, specific structures, teachers’ beliefs and training, other student behaviors, and appropriate training for educators can get in the way of a differentiated environment. There isn't a lot of research or information in the US on benefits or downsides of inclusion and types of training teachers receive. This leads us to the question: are inclusive classrooms always the best for all students? (Hoque 2022). Steps That Have Been Taken to Address the Topic An important element of inclusive education involves ensuring that all teachers are prepared to teach all s (Unesco 2020). Inclusion leaves classroom teachers without the resources, training, and other supports

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