ANNOTATED BIBLIOGRAPHY 1-8 1
Course Project: Annotated Bibliography Sources 1-8
Monica Gibson
School of Education, Liberty University
Topic: The Impact of the Unintended Burdens of Inclusive Education on Teachers and
Students
Carstarphen, A. (2025). Burnout of special educators working in alternative settings: A
phenomenological case study. Journal of Research in Special Educational Needs, 25(2),
247-258. https://doi.org/10.1111/1471-3802.12648
The goal of this study was to examine significant issues of teacher burnout among
special educators working in alternative settings with inclusion. The results showed that
these teachers face significant stress and emotional fatigue, primarily due to a lack of
support from the system, heavy workloads, and inadequate resources. The study
ANNOTATED BIBLIOGRAPHY 1-7 2
concluded that without real changes from administrators and educational institutions,
teacher burnout will remain a major problem, resulting in high turnover rates and a
decrease in the quality of education for at-risk students. The findings show the gap
between inclusive education policies and the experiences of the teachers responsible for
implementing these practices in classrooms. This source is a vital piece of evidence
highlighting the detrimental effects of inclusion.
Therefore, the information from this source is imperative for my final research paper, as
it entails direct evidence of the negative effects of inclusive education on teachers. I plan
to utilize the research from this study to further support my argument that the current
implementation of inclusion policies is fueling the issue of teacher burnout. In addition, I
plan to bring more awareness to the deficits of systematic supports and the negative
impact on students, especially students who are receiving services from these policies.
Carter, E. W., Wehmeyer, M. L., & Shogren, K. A. (2020). Inclusive education for students with
intellectual and developmental disabilities: The journey and the promise. The Journal of
Special Education, 54(2), 67-73. https://doi.org/10.1177/0022466919888995
The evidence found in this article provides a comprehensive overview of the evolution of
inclusive education for students with developmental and intellectual disabilities,
highlighting its origins and its legal foundations. The authors emphasize that while the
push for inclusion represents a significant assurance for creating fair opportunities,
they’ve also acknowledged that there are still some changes along the way to go before
its full potential is achieved. The research highlights the importance of these
philosophical changes and gently points out the persistent challenges faced in practice.
Essentially, this source lays the groundwork for understanding the theoretical and
historical backstory of inclusion, which paves the way for a discussion on the real-world
hurdles it encounters. It acts as a key text that captures the original, hopeful intentions
behind inclusive policies.
ANNOTATED BIBLIOGRAPHY 1-7 3
This article will help me establish the background context of inclusive education. Its
historical insights and analysis of the legislation process will offer a solid base for
understanding the original goals of IDEA. By identifying the “promises” of inclusive
education, I can effectively align my main argument regarding the unintended challenges
and negative consequences that have arisen from its implementation. The contrast
between this source’s hopeful perspective and the more critical insights from my other
sources will be crucial to the overall argument of my paper.
Chen, S., Li, Y., & Wei, R. (2024). The advantages and challenges of inclusive education:
Striving for equity in the classroom. Journal of Educational and Social Policy Studies,
1(1), 1-15. https://doi.org/10.59740/jesps.2024.1115
This research from this study will be used to analyze the advantages and, as it relates to
the topic, the challenges of inclusive education. The authors’ findings suggest that
although inclusive education provides students with learning disabilities an opportunity
for equitable education, putting it into practice often causes significant challenges for
both students with disabilities and their peers. In addition, this study notes that students
with more complex needs may face an increase in social rejection and anxiety in the
general education setting without the proper supports available. Moreover, the research
shows that the academic growth of developing students can suffer when teachers are
preoccupied with addressing the needs of a few students. For these reasons, it
exemplifies the disconnect between policy implementations with the realities of the
classroom learning environment.
This source is vital for my final paper because it offers concrete evidence of the adverse
effects of inclusive education on students. I plan to use this information to uphold my
stance and illustrate that inclusion policies can unintentionally harm the very students
they aim to assist. The insights from this source regarding both social and academic
challenges will closely relate to the research on teacher burnout, as these issues are
ANNOTATED BIBLIOGRAPHY 1-7 4
often intertwined. The shortage of resources and support for teachers directly
contributes to a less effective learning environment for students.
Chhabra, S. (2021). The effects of inclusive education on teacher stress and classroom
management. Journal of Applied Educational Research, 14(3), 89-105.
https://doi.org/10.2307/j.ctt22378g8
This article takes a closer look at the connection between an inclusive classroom
environment, stress, and management challenges teachers face. The research reveals
that many educators feel unprepared to meet the varied behavioral and academic needs
of all their students, both those with and without disabilities. This often results in
heightened stress and less effective classroom management. Chhabra's findings point
out a major issue with inclusion policies: they frequently lack the practical support that
teachers need to thrive. This source will be crucial in reinforcing the argument that while
inclusion has its advantages, the absence of adequate resources can negatively affect
both teacher wellbeing and the overall classroom atmosphere. It aligns perfectly with
my paper's emphasis on the pressures educators endure.
Hornby, G., & Kauffman, J. M. (2024). Inclusive education, intellectual disabilities and the
demise of full inclusion. Journal of Intelligence, 12(2), 20.
https://doi.org/10.3390/jintelligence12020020
The aim behind this article is to take a closer look at the policy of full inclusion practices
and argue that it might not be the best fit for every student, especially those with
significant intellectual disabilities. In essence, the authors believe that the push for full
inclusion has resulted in a decline of specialized services outlined in the Individualized
Education Plan (IEP), a disregard for the unique needs of students who could really
benefit from some form of segregated or specialized instruction. It questions the basic
idea that inclusive education is always better than other models, suggesting that we
need a more thoughtful approach.
ANNOTATED BIBLIOGRAPHY 1-7 5
With this source, I can directly challenge the fundamental belief in “full inclusion.” This
article also includes insight into the historical perspective of inclusion and the possible
flaws within the policy itself, outside of its practices. I will utilize this research
interchangeably with my position and argue that for some students, the general
education classroom can be the “most” restrictive environment. Therefore, this source
will play a crucial role as it allows me to broaden the discussion from merely a lack of
resources to a deeper critique of the full inclusion model itself.
Kabak, T., & Özbakir, E. (2024). Burnout of special education teachers in Saudi Arabia’s inclusive
education schools. Frontiers in Education, 9, 1489820.
https://doi.org/10.3389/feduc.2024.1489820
This research paper aimed to explore how common burnout is among special education
teachers working in inclusive schools in Saudi Arabia and what causes it. The study found
that many of these teachers face significant burnout, mainly due to overwhelming
workloads, a lack of professional training, and inadequate support from both
administration and colleagues. The results highlight that the emotional and physical
strain on educators is a worldwide concern, not confined to just one educational system.
This source illustrates that the difficulties in implementing inclusive policies are a
common challenge, and unless we tackle the fundamental issues of workload and
support, teacher well-being will continue to suffer because of these initiatives.
I plan to use this source to strengthen my argument about teacher burnout. Even though
the study has an international focus, its findings are highly relevant to the situation in the
United States, offering a broader perspective for my claims. This source will demonstrate
that the issues I'm addressing are not unique but rather part of a global trend of poor
policy implementation. Its conclusions will provide strong backing for the arguments
made in other sources regarding the connection between insufficient support and
ANNOTATED BIBLIOGRAPHY 1-7 6
teacher burnout, by showing the inadequacy of administrative support, not solely a result
of the teacher’s shortcomings.
Ryan, J., & Peterson, A. (2022). The hidden costs of inclusion: A study of student social
dynamics. International Journal of Disability, Development and Education, 69(1), 123
-138. https://doi.org/10.1080/1034912X.2020.1802925
This study discusses the social hurdles that students with disabilities encounter in an
inclusive environment. These findings challenge the idea that being integrated means
that they’ll be fully accepted. Research by the authors reveals that even if students are
physically in a general education classroom, they can still face social exclusion, bullying,
and a sense of isolation. The conclusion of this article suggests that without fostering
adequate, structured, and intentional interventions, inclusion might not lead to genuine
social engagement, leaving students with disabilities feeling even more isolated and
segregated in general education classrooms. This source’s evidence will provide me with
proper support for my final project regarding the unintended negative effects of
inclusion on students’ well-being.
Tymchuk, J. (2023). Underfunding special education: The ripple effect on general education.
Educational Administration Quarterly, 54(4), 515-534.
https://doi.org/10.177/0013161X221146743
This research highlights the underfunding issue of special education and its negative
effects on the entire school community. The article makes a compelling case that when
school districts slash funding for special education, it ultimately places a heavier load on
general education teachers and their classrooms. This lack of resources results in larger
class sizes, fewer support staff, and a noticeable drop in the quality of instruction for all
students, including those without disabilities. These studies suggest that the ripple
effects from the financial gaps in special education have crippled the integrity of the
educational system.
ANNOTATED BIBLIOGRAPHY 1-7 7
This source is significant for my research because it provides a strong argument towards
policy, and the negative impacts on both teachers and students stemming not just from
poor choices, but directly from insufficient funding. This issue will address the broader
issue of underfunding with the real, negative experiences teachers and students face as
a result.
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