This paper aims to review extant literature on the inclusion debate, with particular reference to children with special educational needs. In their seminal article, De Vore & Russell (2007) perform a case study using a cooperative inquiry process “…to facilitate the expansion of inclusive early childhood education and care practices in a rural community in the Midwest. They researchers not only use credible primary sources in their literature review, but collect field data for two years using the case study approach and cooperative inquiry to demonstrate that inclusion results in more coordinated preschool options for young children with and without disabilities.
Through representative synthesis of information and comprehensive analysis, the authors contribute immensely to the study of inclusion by concluding that: 1) Effective team building and problem solving are cornerstones of successful inclusion, 2) developing child-focused instructional strategies embedded in daily schedules can effectively teach children functional skills that they practice and reinforce daily, and 3) teaching explicit social and organizational skills avail children with more competence to enter new and challenging learning environments.
In another article that supports inclusive education, Obiakor et al (2012) use qualitative research method (studying phenomena in their natural settings) to evaluate a teacher’s effort in attempting to realize the curriculum’s vision of inclusive education. Although this particular study employs credible and reliable primary sources to synthesize literature on the topic, the authors fail to make a clear distinction between fact and opinion because they study the teacher in her natural environment, leading to subjective reporting of experiences on inclusion. Overall, however, the authors interpret the themes from the study to demonstrate that not only is inclusion regarded as an overarching principle in contemporary schools, but teachers must take into consideration the individual children, the context, and the relation between the children and the learning environment (Obiakor et al., 2012).
A number of articles talk about the drawbacks of inclusive education, particularly in terms of poor implementation. For instance, Graham & Slee (2008) conduct secondary research on inclusion using authoritative and reliable sources, and employ strong analytical skills to demonstrate the factors that influence schools from implementing authentic inclusive practices. The authors have successfully differentiated facts from opinion by employing adequate citations where necessary, but the language used is not conducive to the average learner. Overall, however, they contribute new knowledge into the debate by demonstrating that practitioners must not engage in implementing some cosmetic forms of inclusion that only serve to widen the learning gaps of children with disabilities; rather, they must first understand what is actually meant by inclusion, how this may differ from being inclusive, and what interests may be served by practices that seek to encompass inclusion (Graham & Slee, 2008).
Lastly, Lindsay (2007) conducts secondary research by reviewing credible journals on the topic of inclusion and children with special needs. The researcher analyzes reliable and well conducted studies that are mostly primary-based in scope to conclude that majority of the existing literature do not provide a clear endorsement for the positive effects of inclusion in general education settings. The author, therefore, contributes to the debate by suggesting that the most important issue for educational practitioners is to research more comprehensively the mediators and moderators that support the most favorable education for children with disabilities and other special education needs (Lindsay, 2007).
Reference List
De Vore, S., & Russell, K. (2007). Early childhood education and care for children with disabilities: Facilitating inclusive practices. Early Childhood Education Journal, 35(2), 189-198.
Graham, L.J., & Slee, R. (2008). An illusionary interiority: Interrogating the discourse/s of inclusion. Education Philosophy & Theory, 40(2), 277-293.
Lindsay, G. (2007). Educational psychology and the effectiveness of inclusive education/mainstreaming. British Journal of Educational Psychology, 77(1), 1-24.
Obiakor, F.E., Harris, M., Mutua, K., Rotatori, A., & Algozzine, B. (2012). Making inclusion work in general education classrooms. Education & Treatment of Children, 35(3), 477-490.