What happens when groundbreaking research supporting inclusive education meets fierce resistance from within the field itself? The answer reveals a deeper struggle about how we serve learners with disabilities.
Hello Inclusionists,
I thought, somewhat naively, that when Cole et al. published their study in 2022, The Relationship Between Special Education Placement and High School Outcomes, we finally had the evidence everyone craved about inclusive education. As advocates for authentic inclusive education, we could continue to transform schools and change the trajectory of learners who are segregated in special education classrooms without having to defend ourselves time and again.
“A new large-scale study appears to put the matter [of inclusion] beyond dispute. When researchers tracked nearly 24,000 adolescents who qualified for special education, they discovered that spending a majority of the day—at least 80 percent—in general education classes improved reading scores by a whopping 24 points and math scores by 18 points, compared with scores of their more isolated peers with similar disabilities.”
The 10 Most Significant Education Studies of 2022 | Edutopia
But it turns out I was wrong.
It appears that this evidence was not enough.
Nor do any of the following research summaries appear enough.
- A Summary of the Evidence of Inclusive Education (Abt Associates, 2016)
- “…evidence from more than 280 research studies conducted in 25 countries. We find consistent evidence that inclusive educational settings—those in which children with disabilities are educated alongside their non-disabled peers—can confer substantial short- and long-term benefits for children’s cognitive and social development.”
- Research on the Efficacy of Inclusive Education (Empower Ed School Solutions, 2023)
- A compilation of relevant research supporting inclusion for students with disabilities by Dr. Jenna Rufo
- Creating Inclusive Schools: What Does the Research Say? (Institute on Community Inclusion, 2019)
- “All the relevant research indicates that students with extensive and pervasive support needs, their general education peers, and both general and special education teachers benefit from inclusive education.”
- Summaries of Current [Inclusive Education] Research (Evolve & Effect, 2024)
- A list of research summaries put together by Michael McSheehan
- Research Support for Inclusive Education (SWIFT Education Center, 2017)
- “… inclusion creates schools where all students, including those with extensive needs, are fully valued, welcomed, well supported, and meaningfully engaged in learning.”
How do you know, Tim?
I know because I’ve received many emails and social media messages asking me if I saw the column from The Hechinger Report that highlights Vanderbilt researcher Douglas Fuchs’s thoughts about the evidence, which he says is “flawed.”
In his exact words:
“We’re not saying that the evidence indicates full inclusion cannot work,” said Fuchs. “We’re saying that the evidence in terms of where to place these children is extremely weak, is fundamentally flawed, and no conclusions can be drawn from the evidence.”
Inclusionists are notably concerned, and I’m not saying we should put our heads in the sand. But I am saying that Fuchs is making arguments we’ve heard before—learners included in the studies would already have been in general education, so the evidence is weak, and some learners need intensive specialized instruction, sometimes in a small group setting.
A robust understanding of Multi-Tiered System of Support (MTSS) supports the need for intensive specialized instruction. And if you’ve listened to Universal Design for Learning experts like Andratesha Fritzgerald, Loui Lord Nelson, Jenna Rufo, and Katie Novak, they will all tell you that MTSS is fundamentally a system where you do not need segregated disability-specific programs and where small group doesn’t always have to mean a “special education classroom.”
And to Fuchs’s point about learners with disabilities achieving high test scores:
“It should be no surprise to anyone that higher achieving students with milder disabilities end up with higher test scores than students who initially had lower test scores and more severe disabilities. That isn’t proof that a child with a disability learns more in a general education classroom. Ideally, from a research perspective, you’d want to randomly assign students with disabilities to both types of classrooms and see where they learn more. But that’s unethical, and impractical.”
The very thing that he says would give the proper evidence, according to him, is not possible!
Despite feeling like we are going two steps forward and three steps back, there are rays of hope. Inclusion is having a moment. Check out the links below.
- A researcher said the evidence on special education inclusion is flawed. Readers weighed in (Hechinger Report)
- Here’s what can be gained when students with disabilities are included in classrooms (NPR)
- Special ed students benefit from being integrated at school. It doesn’t always happen (NPR)
- Students with disabilities are spending more time in general education. Are teachers prepared? (The Oklahoman)
- Building and Sustaining Inclusive Educational Practices (U.S. Department of Education – hopefully it will continue to still be available)
Plenty of things are happening in the education field to be concerned about. I believe an article purporting tired arguments that the evidence is “weak” isn’t one of them.
Keep moving forward, my friends. You are needed now more than ever.
Tim Villegas
Director of Communications
Maryland Coalition for Inclusive Education
P.S. Oh yes, the Weeklyish is back, the first and third Monday of every month.
What’s next for IDEA?
On Wednesday, January 22, MCIE hosted a webinar called “What’s Next for IDEA?” It was all about the future of the Individuals with Disabilities Education Act (IDEA) in light of changing political climates and administrative priorities. I moderated the discussion with our amazing panelists, Dr. Jen Newton, Eric Garcia, and Dr. Carolyn Teigland. They talked about potential changes, challenges, and strategies for educators, administrators, and policymakers. You can learn about the impact of funding policy shifts, school choice, advocacy, and the importance of staying informed and engaged in the ongoing fight for equitable and inclusive education for all learners. Check out this special edition of Think Inclusive on your favorite podcast player or at the link below.
Read MCIE’s inclusive education research summary.
As long as we are discussing research, have you explored the transformative power of inclusive education with our publication, Inclusive Education Research & Practice? This comprehensive paper delves into more than 20 years of research, demonstrating the positive outcomes of including students with disabilities in general education classrooms.
Don’t miss out on this essential resource that underscores the benefits of inclusive education for all students. Download your copy today and join us in making inclusive education a reality!
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Tim Villegas is an internationally recognized expert in inclusive education who joined MCIE as the Director of Communications in 2020. He has appeared on over 20 podcasts, presented at numerous conferences, and launched the Think Inclusive blog and podcast. Tim founded the newsletter The Weeklyish in 2020 and produced the audio documentary series Inclusion Stories in 2023. Since joining MCIE in 2020, he has led their communications and marketing efforts, drawing on his 16 years of experience as a special education teacher and program specialist.