Abstract
Inclusion services have opened vital pathways for students with disabilities to access the general curriculum alongside their peers. However, access goes beyond physical presence in the classroom—effective inclusion relies on collaboration between general and special education teachers. This article reviews strategies, policies, and teaching practices that improve the outcomes of inclusion models in secondary schools, examining how academic and social success can be maximized when schools commit to intentional collaboration and differentiation.
Keywords: Individualized Education Plan (IEP), least restrictive environment (LRE), collaborative planning, students with disabilities (SWD), special education teacher (SET), general education teacher (GET)
Understanding the Challenges and Opportunities of Inclusion
Research continues to show that students with disabilities (SWDs) can thrive in general education settings when appropriate services and support systems are in place (Sundeen, 2022). Still, only 63% of SWDs meet the 80% least restrictive environment (LRE) threshold required by the 2004 revision of the Individuals with Disabilities Education Act (IDEA).
Various factors influence placement and outcomes, including teacher attitudes, inconsistencies in service delivery, and teacher preparedness (Mintz et al., 2020; Lubke et al., 2019). These elements affect whether inclusion is genuinely effective or merely symbolic.
Key Barriers:
Attitudes and Expectations: GETs often hold more positive perceptions of students with physical or learning disabilities than those with emotional or behavioral disorders (Lubke et al., 2019). This bias can influence how instruction is delivered and how IEPs are followed.
Service Inconsistency: Collaboration between GETs and SETs is often limited, leading to misalignment between IEP goals and actual classroom practices (Bea Francisco et al., 2020).
Lack of Content Expertise: A significant percentage of SETs lack subject-specific certification, which may hinder the delivery of high-quality instruction (Bea Francisco et al., 2020).
Historical Context
Historically, SWDs were placed in institutional settings or separate classrooms, which limited their access to academics and peer interaction (Coviello et al., 2021; Merrells et al., 2019). In contrast, inclusive settings have shown significantly better academic and social outcomes (Gilmour, 2018; Sundeen, 2022). Globally, the shift toward inclusive education has gained traction. Research shows that inclusive classrooms, when supported by effective collaboration, increase confidence, social competence, and academic performance in SWDs (de Boer et al., 2021; Moser Opitz et al., 2020).
Effective Strategies for Inclusion
Collaborative Planning: Success hinges on robust collaboration between GETs and SETs. Joint lesson planning and open communication allow educators to tailor instruction for individual learning needs (Lancaster et al., 2020).
Differentiation: Mixed-ability grouping, varied assessment formats, and guided instruction ensure all students can engage meaningfully (Ni Bhroin et al., 2020; Moser Opitz et al., 2020).
Reflective Practice: Educators must assess and adjust instruction based on classroom data and student outcomes. This continuous improvement cycle is key to meaningful inclusion (Lubke et al., 2019).
Learning Theory Application
Schunk (2016) emphasized that motivation, whether intrinsic or extrinsic, plays a critical role in student success. In inclusive settings, the presence of peers and the pursuit of shared academic goals can enhance both types of motivation, boosting engagement and outcomes (Lubke et al., 2019; Kauffman et al., 2021). Students in inclusive classrooms also develop stronger self-efficacy when their efforts are reinforced and rewarded.
Research Gaps and Future Considerations
Despite the positive trend toward inclusion, research still needs to address several issues:
Context-Specific Bias: More studies are needed at the district and school levels to understand localized placement biases (Prince et al., 2019).
General Education Reform: System-wide changes are required to support multi-tiered interventions and reduce reliance on restrictive settings (Kauffman et al., 2021).
Beyond Academics: Social-emotional readiness should also factor into placement decisions, not just academic benchmarks (Ni Bhroin et al., 2020).
Conclusion
As inclusion becomes a more prevalent model in secondary education, it’s essential to reflect on both its successes and shortcomings. True inclusion requires more than proximity; it demands purposeful collaboration, thoughtful planning, and ongoing professional development for educators.
By equipping general and special education teachers with the tools and support to work together, schools can foster academic and social growth for all students. With a strong foundation, inclusion becomes not just an initiative—but a pathway to equity, opportunity, and lifelong success.
