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• W776764076 abstract "Introduction Researchers, advocates, and theorists agree that students with disabilities learn best in the inclusive environment alongside their peers (Idol, 2006; Kune, 1992; Zaretsky, 2005). Provisions of the Individuals with Disabilities Education Act stipulate that students with disabilities must be educated in their least restrictive environment (P.L. 94142, Section 1412 [5] [B]). As well, a team of individuals including parents, teachers, and administrators must agree to any deviation from that placement. The inclusive environment is the environment in which students with disabilities and students without disabilities learn side-by-side in the same classroom. These classrooms offer appropriate supports provided free of charge to those who have been identified as having a disability in accordance with case law and the Individuals with Disabilities Education Act (P.L. 94-142, Section 1412 [5] [B]). This environment involves differentiated instruction, leveled activities, or even multiple professionals in the same classroom at a time. Thus, the experience of a student in an inclusive classroom is inherently different from a student in a segregated classroom. Researchers such as Idol (2006) and Farrell, Dyson, Polat, Hutcheson, and Gallannaugh (2007) provided evidence that students with disabilities performed better in the inclusive environment than the segregated environment. According to Idol, standardized test scores generally increased or were unchanged after an inclusion policy was implemented. This is quite significant, as the students who were introduced to the classroom were students with disabilities, and generally had lower academic ability levels than the students they were joining in the inclusive classroom. Advocates also point to accepted educational theories to show that students with disabilities benefit from the inclusive environment. According to Kune (in Villa, Thousand, Stainback and Stainback, 1992), the inclusive environment more closely meets students' needs in accordance with Maslow's hierarchy. The segregated environment inappropriately places achievement before belonging. That is, students must achieve in the segregated environment before they can belong in the general environment. According to Kune, proponents of the inclusive environment understand that students must know that they belong before they can achieve. A number of factors could be responsible for the increase in performance of students with disabilities in the inclusive environment. Teachers who succeed in the inclusive environment utilize superior teaching strategies such as team- or co-teaching, universal design, and differentiated instruction. According to Ferguson, Desjarlais, and Meyer (2000), these along with other evidenced-based strategies uniquely equip the inclusive environment for student success. Further research is necessary to determine which of these numerous strategies and methods impact learning the most within the environment. However, little research has been carried out that displays the impact of the inclusive environment as an educational method, strategy, or treatment for students who have not been identified as having a disability. It is not known how students without disabilities perform in the inclusive environment where students with disabilities are present, active members in the learning process. As schools seek to maximize student performance in light of high-stakes testing, identifying each predictor for student success is vital. Therefore, identifying environments in which students are learning best would prove valuable to stakeholders. As well, subsequent research regarding support or justifications for aspects of the inclusive environment will help refine the practice of teachers in every environment. To this point, the inclusive environment has gained favor and been mandated as a basis for the education of students with disabilities as noted in its requirement of the least restrictive environment provision of the Individuals with Disabilities Education Act (P. …" @default.
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• W776764076 title "Academic Performance of Students without Disabilities in the Inclusive Environment." @default.
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