The Effects of Inclusion Classrooms on Students with and Without Developmental Disabilities: Teachers’ Perspectives on the Social, Emotional, and Behavioral Development of All Students in Inclusion Classrooms
Date of Award
Graduate School of Professional Psychology
First Committee Member
Second Committee Member
Inclusive or mainstream classes, students with and without disabilities
In education settings, inclusive or mainstream classes are resisted at the secondary level and there is little research about the possible positive aspects of including students with and without disabilities or an Individualized Education Plan in classes together. In order to better understand the potential benefits of mainstream classrooms, it is important to understand the perspectives of teachers who work within these high school settings. The purpose of this study was to tell the stories of teachers and describe the development that teachers see in inclusive classrooms. Interviews with four teachers revealed insights on mutual learning between the two groups of students, the challenges to making inclusion work effectively, and the social, emotional, and behavioral development that occurs for all students within an inclusive, mainstream classroom. The goal of this paper is to inform educators about the potential for growth among all students when students with disabilities are integrated at the high school level, as well as to raise awareness about the need for additional support for teachers within these settings.
Evins, Allison E., "The Effects of Inclusion Classrooms on Students with and Without Developmental Disabilities: Teachers’ Perspectives on the Social, Emotional, and Behavioral Development of All Students in Inclusion Classrooms" (2015). Graduate School of Professional Psychology: Doctoral Papers and Masters Projects. 31.