1) The document discusses research on the effects of inclusion classrooms on students without disabilities. Studies have found positive impacts on academics, social awareness, and exposure to diversity. 2) Academically, students in inclusion classrooms showed improved standardized test scores in reading and math compared to students in traditional classrooms. Socially, students reported developing empathy, acceptance of individual differences, and stronger interpersonal relationships. 3) Exposure to inclusion helped students appreciate diversity more and made them less likely to stereotype others. Overall, the research suggests inclusion benefits students without disabilities.

1. The Effects of Inclusion on Students 1
The Effects of Inclusion on Students without Disabilities
Paper by OM Thapa
The University of Toledo
2009

2. The Effects of Inclusion on Students 2
American schools serve communities that are diverse in terms of such characteristics as
social and economic status, ethnicity, and religion. Student diversity also affects those with
physical and emotional disabilities. Over the years there have been multiple amendments, laws
and reforms that have been established to accommodate individuals with disabilities. Heward
(2006) illustrated that the Education for All Handicapped Children Act of 1975 that mandated
free, appropriate public education for all children with disabilities ages 6 to 21; protected the
rights with disabilities and their parents and educational decision making; required the
development of IEP for each child with a disability; stated that students with disabilities must
receive educational services in the least restrictive environment (p. 34). This was one of the
landmark legislative acts from the 1970s that has led to inclusion as we know it today. Moreover,
the American Disabilities Act (ADA) of 1990 is a law that extended greater civil rights to
individual with disabilities. ADA protected citizens with disabilities against discrimination in
private and public sectors of American communities (Heward, 2006).
Further progress was made in educational reform with the introduction of the Individual with
Disabilities Education Act (IDEA) of 1997. IDEA is a reform that defines the Individual
Educational Plan (IEP) of students with disabilities. IDEA provides greater depth and
understanding in the educational process of students with disabilities.
Inclusion has been one of the important issues for the last two decades. There have been
multiple studies on inclusion for children with disabilities. However, this study will focus on the
effects that inclusion has on children without disabilities. Heward (2006) defined inclusion as
educating students with disabilities in regular classrooms (p. 79). This study will make a
significant contribution to students without disabilities that will address the needs of inclusive
classrooms. Academic performance solely depends on a secure learning environment. Academics,

3. The Effects of Inclusion on Students 3
diversity, and social outcomes are the factors that are considered hallmarks in general education.
These needs can be met by the practice of consistent emphasis on inclusion. This study will
focus on these factors and how they affect students without disabilities. For many years inclusion
has been a topic of multiple controversies throughout the United States.
There are a number of factors that influence controversies that exist in the United States on
inclusion. Bauer and Brown (2001 argued that the students “won’t respond with disabilities. It
will bother them having students with problems in the hall” (p. 9). In truth, students without
disabilities respond positively while attending inclusive classrooms. Salend and Duhaney (1999)
claimed that students without disabilities have manifested the evidence for increased levels of
academics, individual social awareness, and enhancement of diversity. There have been studies
conducted that do not indicate the positive impact on academics. Salend and Duhaney (1999)
revealed that reading and mathematics performance of the students without disabilities in the
inclusion program were significantly better than that of their peers who were educated in the
traditional general educational program (p. 119).
Researchers have found data that show student participation in the study made significant
gains on the standardized measures of adapted behavior. In addition, the placement of students
with developmental disabilities in general educational classes did not negatively impact the
achievement of their peers without disabilities on state mandated criteria-reference tests in
reading/ language arts and math (McDonnell, Thorson, Disher, Buckner, Mendel, & Ray (2003.
p. 235). Although, McDonnell et at. (2003) held that there might be a few negative impacts of
inclusion on academics, the findings showed a clear increase on academics in inclusive
classrooms. However, most parents and school administrators believe that students in inclusive
classrooms will experience disruptions that will lead to an adverse learning environment.

4. The Effects of Inclusion on Students 4
An inclusive class covers a wide range of disabilities from mild to severe. The results
reveal the placement of students with severe disabilities in inclusive classrooms did not have a
significant effect on the amount of allocated or engaged instructional time devoted to the peers
without disabilities. The study also found that the rates of interruptions to planned instructional
activities were similar in general classrooms (Salend & Duhaney, 1999, 119).
Further, researchers have concluded that math and reading scores can be positively
affected by placement in inclusive classrooms. Research by Cole, Waldron, and Majd (2004)
determined that the percentage of students without disabilities will increase. The study
demonstrated the statistical data that 58.8% of students without disabilities in inclusive setting
made progress on the Basic Academic Skills Sample as compared to 39% of students without
disabilities and traditional schools. Comparing the two groups in reading, 50.7% of students
without disabilities in inclusive schools and 47.1% of students without disabilities in traditional
schools made progress over the course of the year (p. 141). From these results, it is clear that
inclusive classrooms do not adversely affect students without disabilities.
Learning is influenced by increased social awareness. The English Oxford Dictionary
defines social awareness as being aware of the problems that different societies and communities
face on a day-to-day basis or to be conscious of the difficulties and hardships of society. Social
awareness is being constantly developed throughout the school years of students. The
development of social awareness will lead students to have a higher sense of self-esteem. A
study conducted by Salend and Duhaley (1999) indicated that the friendships satisfied some of
the personal needs of the students without disabilities. The study also found a number of
significant shared values of students being important; recognizing ones strengths; finding
companionship; security, and comfort; and being consistent with the values of one’s families (p.

5. The Effects of Inclusion on Students 5
119). This study showed that by being in inclusive classrooms, positive outcomes of social
awareness are significantly improved. Positive impacts of inclusion suggest an increase in
friendships, social skills, self-esteem, personal principles, patience, and the comfort level of
people who are different (Stab, 1996).
In addition, Murray-Seegert (1989) reported that students’ experiences in inclusive
setting have several benefits for them, including learning from their classmates with disabilities,
experiencing positive feelings as a result of supporting another individual, and being better able
to deal with disabilities in their own lives. These are all traits that affect social awareness.
Students without disabilities in an enriched environment will foster greater possibilities for
understanding and reacting to the behaviors of students with disabilities.
Moreover, Staub (1996) claimed that junior high and high school students say they are
less fearful of people who look different or behave differently because they have interacted with
individuals with disabilities (p. 78). The author’s argument gives strong evidence that interaction
between disabled and nondisabled students develops interpersonal relationships beyond the
classroom. Furthermore, the study validated the nondisabled students in their commitments to
their own moral and ethical principles and to become advocates for their disabled friends (p. 76).
Staub (1996) stated to celebrate the experiences and differences that each child brings to
classrooms and this is best achieved through modeling acceptance of diverse abilities,
backgrounds, and behaviors. We conclude that the process and practice of social awareness
increases the level of social awareness, peer approval, and adaptive behavior of students without
disabilities.
As we mentioned earlier an inclusive class enhances diversity, Brown and Bauer (2006)
found that when students without disabilities go to integrated schools with peers who are

6. The Effects of Inclusion on Students 6
disabled, they are more likely to function responsibly as adults in a pluralistic society (p. 495).
The study by Biken, Corrigen, and Quick (1989) found that despite the individual differences in
physical appearance and behavior, the experiences and feelings of early adolescent students have
shown a greater sense of diversity. The study showed that these students’ responses indicated
that they felt that inclusion programs helped them to understand individual differences and
physical appearance and behavior (p. 119). Salend and Duhaney (as cited in Capper and Pickett,
(1994) noted that inclusion in middle schools had positive outcomes when adolescents
experience emotional, physical, mental, and social changes. This is a period of time that marks
maximum growth spurts in all these areas. The findings of Capper and Pickett, 1994) suggested
that students at the inclusion-based schools showed increased acceptance, understanding, and
tolerance of individual differences. In contrast, the students attending the non-inclusion schools
were more likely to engage in stereotyping and held more negative perceptions about diversity
and students with disabilities. At the high school level, students in inclusion classrooms found
benefits in their friendships with other children with disabilities.
The friendships helped them realize their own personal growth, the importance of
accepting others, and human diversity (Helmstetter, Peck, & Giangreco, 1994). Although there
has been some level of discomfort in having an inclusive classroom [physical appearances,
behavior issues, and the use of specialized equipment], students still acknowledge the areas of
self-concept, social cognition, acceptance of others, advancement of individual principles, and
tolerance of human differences are viewed as traits learned through inclusive classrooms (Peck,
Donaldson, & Pezzoli, 1999). Through these studies, it comes to our attention that diversity is
significantly affected through inclusive classrooms. It is apparent that students who are placed in
inclusive classrooms have a greater sense of people’s individual differences.

7. The Effects of Inclusion on Students 7
Our research should provide sufficient evidence that inclusion has positive impacts in the
educational environment when it is standard practice. As far as the academic performance is
concerned, the research provided significant data of tremendous improvement in math and
reading. In our research, we found multiple studies and practical experiences demonstrating that
emotional and social learning outcomes are enhanced. This research also illustrates that students
who are placed in an inclusive classroom have a greater sense of diversity. Brown and Bauer
(2001) noted that when students with severe disabilities are included in the general classroom, all
students develop social communication and problem solving skills, as well as the ability to get
along with others in diverse communities (p. 22).
This research is significant because it incorporates the teaching implications for inclusive
classes. Besides, it challenges the long embedded negative connotations of inclusion. We can
also argue that the severities of disabilities of peers do not negatively affect the child without
disabilities. The process of socialization of the student does not occur only on and the school
premises, the benefits extend beyond the classroom to the community. Even though there has
been change in inclusion policies in many schools, there is still a noticeable gap that needs to be
addressed.
Inclusion in schools is believed to be effective and successful when five qualities for
inclusive schools are met. Brown and Bauer (2001) defined five qualities of an inclusive school
as important factors. They are inclusive school mission, strong principal leadership, collaborative
school culture, and shared leadership (p. 11). All five qualities are important, but the first two
qualities stand out above the rest. The reason for this is that the other three qualities can be
integrated with the first two. We considered the collaborative school culture as an essential
feature to recognize teachers’ abilities to come and work together as a whole. The second

8. The Effects of Inclusion on Students 8
essential feature in building an inclusive school is strong leadership envisioned by the principal.
We believe strong leadership is vital to the implementation of an inclusive school.
Moreover, Brown and Bauer (2001, p. 12) suggested six elements for creating a
collaborative school culture for an inclusive school:
• Build trust and rapport
• Diagnosing the organization
• Dealing with the
collaborative process
• Using resources
• Managing work
• Building skills and
confidence
These six skills accompanied by the aforementioned five qualities are believed to be necessary in
creating an inclusive educational system.
Then why is inclusion important to students without disabilities? First of all, we can look
at the results as well as the significance of several studies that provide academic improvements.
Social awareness is also positively influenced by students placed in inclusive classrooms. The
students have increased their level of self-worth and the ability to deal with future adversity.
Diversity has also been influenced by inclusive classrooms. Children who are in diverse
classrooms have a sense of respect for the differences in others. Inclusion can bring multiple
pathways of learning so that racial, ethnic, and gendered stereotyping may be eliminated. The
diversity that an inclusive classroom creates helps students change their perception of physical
appearances. It will rather inculcate students’ attitudes and friendships as being an opportunity
for learning to build a dynamic society.

9. The Effects of Inclusion on Students 9
References
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schools. London: Paul H. Brookes Publishing co.
Cole, C. M. & Majd, M. (2004). Academic progress of students across inclusive and traditional
setting. American Association on Mental Retardation, 42 (2), 136-144.
Heard, W. (2006). Exceptional children: An introduction to special education. Columbus:
Pearson Merrill Prentice Hall.
Helmstetter, E., Peck, C. A., Giangreco, M. F. (1994). Outcomes of interactions with peers with
moderate or severe disabilities: A state wide survey of high school students. Journal of
the Association of Persons with Severe Handicaps, 19, 263-276.
McDonnell, J., Thorson, N., Buckner, C. M., Mendel, J., & Ray, L. (2003). The achievement of
students with developmental disabilities and their peers without disabilities in inclusive
setting: An exploratory study. Education and Treatment of Children, 26 (3), 224-236.
Murray-Seegert, C. (1989). Nasty girls, thugs, and humans like us: Social relations between
severely disabled and nondisabled students in high school. Baltimore: Brookes
Peck, C.A. Donaldson, J., & Pezzoli, M. (1990). Some benefits nonhandicapped adolescents
Perceive for themselves from their social relationships with peer who have severe
handicaps. Journal of the Association for Persons with Severe Handicaps, 15, 241-249.
Salend, S. J. & Duhaney, L. M. (1999). The impact of inclusion on students with and without
disabilities and their educators. Remedial and Special Education, 20 (2), 114-126.
Stab, D. (1996). Inclusion: Here’s what research shows so far about inclusion’s effect
on nondisabled students. Learning Magazine, 76-78.