“The meaning of inclusion is bitterly disputed, fueled in part by two contrasting views
of disability” (Burns, 2014). The goal of inclusive classrooms is to establish the least restrictive
environment for those students with special needs. However, the meaning of integration or
inclusion can be unclear, and the impact this has on inclusive environments may not always be
overly beneficial. The understanding of inclusion in education has transcended the assumption
that inclusion is about students with special needs (Qvortrup, 2018). However, it needs to be
recognized that an inclusive environment also impacts general student learning and teacher
expectations. In order to truly understand the impact of the least restrictive environment on all
environments, research needs to be done to encompass all those involved in student learning;
including, the three dimensions of inclusion: levels of inclusion, types of social communities,
and different degrees of inclusion.
Practices, Policies, and Procedures that Relate to the Topic
“Inclusive education guarantees the right of education for every child despite their
physical and/or mental disabilities” (Hossain, 2014). Numerous practices and policies have lead
to the implementation of inclusive environments, the two biggest being The Rehabilitation Act of
1973 and the Americans with Disabilities Act of 1990 (Yale PCTL, 2023). Both of these policies
forbid schools to deny any student education based on disability, thus requires educators to teach
all students equally. Prior to these policies, exclusion was the norm, not the exception, with the
majority of students with disabilities either receiving their education in separate rooms or not at
all. By including every student in a general education classroom, school systems could be
creating a high stress environment where more specific policies need to be put into place.
Importance of the Topic
Although this type of education has slowly been entering the school system since the 1970s, many
teachers are still under trained and many schools are understaffed, while the true meaning of inclusion is still
heavily disputed. Many believe that by introducing an inclusive environment in their classrooms means
dismantling of the institutional structures of schooling that never even imagined students with disabilities
(Burns 2014). In the school year 2021-2022, nearly 7.3 million students were identified as receiving
special education services, and although these students should have access to a least restrictive
environment, it should not be at the expense of all student learning. Many theories and studies show
that students in the general population benefit socially, as it decreases discrimination and negative
viewpoints, however, it can also hinder the learning of the entire classroom. Lack of a specific
definitions of inclusion, specific structures, teachers’ beliefs and training, other student behaviors,
and appropriate training for educators can get in the way of a differentiated environment. There
isn't a lot of research or information in the US on benefits or downsides of inclusion and types of
training teachers receive. This leads us to the question: are inclusive classrooms always the best for
all students? (Hoque 2022).
Steps That Have Been Taken to Address the Topic
An important element of inclusive education involves ensuring that all teachers are prepared to teach all students
(Unesco 2020). Inclusion leaves classroom teachers without the resources, training, and other supports
necessary to teach students with disabilities in their classrooms (SEDL Archive, 2021). New teacher training
programs are being put in place to better prepare new teachers, and train existing teachers in effective
methods to create the best environment for all students. Some examples are increased PD days focused on
PBIS, MTSS, and co-teaching methods, as well as stronger collaborations with special education educators
in general education classrooms. Although America is still working on important steps towards improvement,
Other countries are leading the way in inclusive improvements in education.
Biblical Worldview
“Establishing inclusion is inherently biblical and crucial to the Gospel. ‘We are the body
of Christ, and each one of us is a part of it,’” (Liberty University, 2023). The idea that we are all
children of god, strictly defends the concept of inclusion; no one should be denied access to an
education based on any determination of their lives. All children should be allowed access to a
fair and equitable education regardless of their abilities; “This fits with a general Christian faith
approach in which we uphold every child’s dignity” (Davidse, 2019). By accepting this
worldview, we may be able to create a more defined explanation of the importance of inclusion
for every child.
References
Hoque, E. (2022, March 3). Challenges of Inclusive Education. EduCere Centre.
https://educerecentre.com/challenges-of-inclusive-education/#google_vignette
Inclusive teaching: Preparing all teachers to teach all students. Inclusive teaching: Preparing all
teachers to teach all students | Global Education Monitoring Report. (1970, January 1).
https://en.unesco.org/gem-report/2020teachers
N.J (Neely Anne) de Ronde-Davidse (Phd) - driestar educatief. (2019). https://www.driestar-
educatief.nl/getmedia/709458b2-32a4-42fc-b693-ef4ef9be48e1/Christian-faith-perspective.pdf
Qvortrup, A., & Qvortrup, L. (2017). Inclusion: Dimensions of inclusion in education.
International Journal of Inclusive Education, 22(7), 803–817.
https://doi.org/10.1080/13603116.2017.1412506
Segregated education as a challenge to inclusive processes: A total ... (n.d.-a).
https://www.tandfonline.com/doi/abs/10.1080/13603116.2020.1810789
University, L. (n.d.). Journal: The biblical basis for inclusion - journal. Liberty Journal.
https://www.liberty.edu/journal/article/the-biblical-basis-for-inclusion/
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