About Inclusive Education

What is Inclusive Education?

Inclusive Education is a learning approach in which all children, regardless of ability, learn together in the same school and classroom.

Dr. Michael Boyle describes the concept of inclusion with a metaphor from a family holiday meal:

“Our Catholic schools are tables. Some are invited to sit at the table and others are not.

Sometimes, when those with disabilities are invited, they are only invited to the ‘kids’ table,’

not in full participation at the ‘big table.' It is not enough just to be invited, as some small token. We must work to ensure that all have a place at the same table.”

(Ensuring a Place at the Table, NCEA, 2018).

Inclusive Education is an equitable and participatory learning experience:

At this time, inclusive education programs within most Catholic schools are the exception rather than the norm.

FIRE Foundation of Central Illinois exists to create pathways and systems to ensure inclusive education programs become a reality in Catholic schools within the Peoria Diocese.

Benefits of Inclusive Education

The benefits of inclusive education are numerous for both students with and without special needs. Inclusion also gives Catholic learning communities a unique opportunity to live our faith by modeling Christ’s love for others.

Benefits for Students with special needs:

Friendships
Increased social initiations, relationships and networks
Peer role models for academic, social and behavior skills
Increased achievement of academic goals
Increased opportunities to grow spiritually
Opportunities to participate in sacramental development
Greater access to general curriculum
Enhanced skill acquisition and generalization
Increased inclusion in future environments
Greater opportunities for social interactions
Higher expectations
Increased school-staff-family collaboration
Increased parent participation
Families are more integrated into community

Benefits for Students without special needs:

Meaningful friendships
Increased appreciation and acceptance of individual differences
Increased understanding and acceptance of diversity
Respect for all people
Opportunities to live the Catholic faith
Prepares all students for adult life in an inclusive society
Opportunities to master activities by practicing and teaching others
Greater academic outcomes
All students needs are better met when there are greater resources for all

Inclusive Education Resources

Inclusive Education Research

A Longitudinal Study to Determine the Impact of Inclusion on Student Academic Outcomes.

Sandi Cole, Indiana University (2019). Brief summary: Students with disabilities perform better on tests when they spend more time in general education classrooms.

The Dynamic Relationship Between Context, Curriculum, and Student Learning: A Case for Inclusive Education as a Research-based Practice.

Lewis B. Jackson, University of Northern Colorado (2010). Brief Summary: This article used theory, historical records, and empirical research to make a case that inclusive education, in which students experience significant proportions of their day in the age-appropriate contexts and curriculum of general education, is a research-based practice with students who have extensive support needs

A Preliminary Investigation of IEP Quality and Content Associated With Placement in General Education Versus Special Education.

Pam Hunt, (1992). Brief Summary: A significant increase was found in Individualized Education Plan (IEP) quality in measures of age appropriateness, functionality, and generalizations when students were moved from a self-contained classroom to a general education classroom. This was true even when the special educator stayed the same and moved with the child into the least restrictive environment. Experts interpret this to mean that there’s nothing going on within the four walls of a self-contained classroom that provides value and quality when stacked up against general education classroom settings.

Inclusive Schooling Practices: Pedagogical and Research Foundations. A synthesis of the literature that informs best practices about inclusive schooling.

G. McGregor, Allegheny University of the Health Sciences, (1998). Brief Summary: Many schools and parents make the argument that typical peers may be negatively impacted by the presence of students with disabilities. This study found that inclusion does NOT compromise a typical student’s academic or social outcome and in fact, typical students actually make more progress because of inclusionary practices.