The Inclusion Model

How effective is the Inclusion Model as a tool for student motivation, self esteem, and academic progress? The inclusion model in which students with learning disabilities are educated in the general classroom setting is an ongoing trend resulting from the “least restrictive environment” mandate established in 1975 to correct the unfair treatment and substandard educational services those student had been receiving. In their article, a study of the effect of an inclusion model on students with specific learning disabilities by Madhabi and Daily, they indicate that elementary students identified as having a Specific Learning Disabilities were perceived to have increased self esteem resulting from placement in the general classroom environment with their non-disabled peers. The authors cite anecdotal evidence and parent interviews to advance the idea that Learning Disabled students were considerably more socially and emotionally stable in the “stigma-free” environment. The full inclusion model as identified by sailor (1991) should contain key components to ensure that students with disabilities are afforded the same opportunities to aid in a “good” educational experience. Students attend their community school, are age and grade appropriately placed, and are at a site that does not operate a self-contained or other exclusionary model classroom to name a few. The collaboration between the regular educator and special educator to generate positive learning outcomes, positive social and emotional behavior, and effective program process and delivery were seen as the critical elements in the Inclusion model’s successful outcome. My own personal experience in a High School setting having adopted the full inclusion model yielded similar perceptions on the program’s benefit. Based on empirical evidence, student self concept, cooperation, self esteem, and self worth appears more pronounced due to participation rates and reduced referral data for the special needs inclusion population which indicates program effectiveness.

Banerji, M., & Dailey, R. (1995). A study of the effects of an inclusion model on students with specific learning disabilities. Journal of Learning Disabilities, 28(8), 511. Retrieved from Education Research Complete database