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Inclusion, as special education experts agree, is the ideal way of educating students with special needs.  Students with special needs are placed in general education classrooms along side their same-age peers, despite physical or academic ability levels. 

 If you are looking for ways to inform and improve the quality of education your child is receiving, here are some statements to make and resources to prove that inclusion really does work!

Statement Inclusion does not affect other student's education.

Proof:  The Centre for Education Research and Policy at Simon Fraser University found that,  "increasing the proportion of students with special educational needs has only extremely small and statistically insignificant effects on the achievement of other students." (adapted from Friesen, J., Hickey, R. & Krauth, B. 2009) 

Statement:  Parents and teachers who are involved with inclusive education have positive opinions about inclusion and see no harm to the other children.

Proof:  The National Institute of for Urban School Development found that, "Surveys conducted with parents and teachers involved in inclusive settings generally show that they see no harm to the nondisabled children and that they have positive opinions about inclusion. In fact, one survey of more than 300 parents of elementary-age children shows that 89 percent would enroll their children in an inclusive classroom again." 


Statement:  There is information about inclusion for schools AND families.

Proof:  This handbook, developed by Inclusion BC,  not only provides information about inclusive education, but talks about a parent's roles, responsibilities and gives ways for parents to advocate effectively for their child's education. See A Parent’s Handbook on Inclusive Education .
Statement:  There is significant research to prove that inclusive education provides a quality education for all students involved.

Proof:  Kathleen Whitbread, Ph.D. provides an overview of various research that supports inclusive education for students of various needs and at various age levels.  See What Does Research Say About Inclusive Education? .

Statement:  Research indicates that Inclusive education is the foundation for a quality education for students with moderate to severe disabilities, not just mild disabilities.

Proof:  Once a school becomes inclusive, it is important to ensure that the students with special needs are receiving a quality education. This research identifies 12 different components of inclusive education that need to be in place for students with moderate to severe disabilities. See Inclusive Education: What Makes it a Good Education for Students with Moderate to Severe Disabilities? .

Statement:  There are proven, successful methods for transforming a school to include all students.

Proof:  The SWIFT (School Wide Integrated Framework for Transformation) Center at the University of Kansas not only provides a framework to transform schools to a more inclusive model, but lists significant studies to prove that inclusive education benefits all students and people in the community. See Benefits of Inclusive Education for ALL Students .

Statement:  Inclusion is the "right" thing to do for our society.

Proof:  In this article, educator and author, Mara Sapon-Shevin, describes inclusion as a civil right that is deserving of all humans. It is socially responsible for schools to embrace diversity and model acceptance.  See Inclusion as if we meant it: a social justice perspective .