Philosophical Perspectives and Practical Considerations for the Inclusion of Students with Developmental Disabilities

Abstract

Federal law in the United States requires that students with disabilities receive their education alongside their peers without disabilities to the maximum extent appropriate given their individual circumstances. As a result, students with less support needs have enjoyed increasing amounts of time in the regular education classroom, while their peers with developmental disabilities are still largely served in separate educational settings. When these students are not included in the regular education classroom, they are not able to access the academic, social, and communication benefits of inclusion. The inclusion of students with developmental disabilities has long been a point of contention and disagreement among special education teachers, administrators, and scholars. It is the goal of this paper to carefully consider the perspectives and practical considerations that affect the placement of students with developmental disabilities and understand why these students spend less time in the regular education classroom than their peers with other disabilities. In addition, we weigh the relative advantages of inclusive and separate placements. After reviewing these issues, we believe that it is possible to simultaneously value a spectrum of placement options and advocate for increased inclusion in the regular education classroom. We discuss evidence-based practices to support inclusive placements and areas of future research to support inclusion of students with developmental disabilities in the regular education classroom.

Research and Reality: A Survey of Educators’ Perceptions about Evidence-Based Practices in Inclusive Settings for Students with Intellectual Disabilities

“…The greatest dilemma shared among participants was the availability of resources among different districts. Limited resources were not reflected in the literature as the greatest challenge but the multiple needs of students that needed to be met simultaneously and the fear of teaching performance evaluations [3,. Future research related to supporting the accessibility of resources will benefit schools with individuals with ID in the inclusive classroom.…”

“…Future research related to supporting the accessibility of resources will benefit schools with individuals with ID in the inclusive classroom. Research about the most useful professional development (related to both content and delivery) can better serve educators in areas such as the use and implementation of EBPs, co-teaching, and building positive relationships among educators and students [3,4].…”

“…This theme in data analysis suggests that additional professional development in more varied EBPs could lead to more positive outcomes for students with ID who are included. Qualitative themes and participant comments about the importance of collaboration and co-teaching, peer support, and relationship building are echoed in the most recent literature about the successful inclusion of individuals with intellectual disabilities [1,[3][4][5][6]45].…”

“…Social justice movements often include and value the inclusion and culture of those with disabilities, but educators who value inclusion, even with the best intentions, still struggle to provide individuals with intellectual disabilities with the quality education needed for success. Improving policy, practice, and training to best educate and include all students with disabilities remains an international concern among educators [3][4][5][6]. This study identifies strategies teachers have used to effectively support students with intellectual disabilities in inclusive settings so that others may benefit from their experience and perspective.…”

“…In 1989, only 27% of students with disabilities were in the regular education classroom. In 2019, 65% of students with disabilities were in regular education, an increase of 35%, but the numbers of those with intellectual disabilities continue to lag far behind those with milder needs [3,7].…”