Is inclusive education effective?

As research carried out by Croll and Moses (2000: 1) indicated, education professionals support inclusion as an ideal, but ‘Contrasting with support for inclusion was a set of views which stressed the primacy of meeting children’s individual needs as overriding an ideological commitment to inclusionist ideals.’

There has, to date, been only relatively limited research carried out to identify whether inclusive education is being effective and, if it is, for whom. Studies carried out prior to 1999 do not endorse or provide clear evidence for the benefits of inclusion (Lindsay, 2003: 6). Indeed, Manset and Semmel’s (cited in Lindsay, 2003: 7) conclusions are highly critical of inclusion as an overall policy: ‘Inclusive programming effects are relatively unimpressive for most students with disabilities especially in view of the extraordinary resources available to many of these model programs.’

Lindsay (2003: 10) also discusses other research findings that question the effectiveness of inclusive practice. In conclusion, he writes:

Inclusion is the policy framework. What is at issue is the interpretation and implementation of inclusion in practice. We need to ensure that there is a dual approach focusing on both the rights of children and the effectiveness of their education. There is a need to develop beyond concerns about inputs and settings to a focus on experiences and outcomes and to attempt to identify causal relationships.

Discussion

We have hopefully given you a good understanding of how educational inclusion and additional educational needs have evolved and developed over the years. Using the knowledge and understanding gained from your discussions, how do you see inclusive practice and additional educational needs evolving in the next few years? What do you think will be the main driving forces for these developments?

Key issues

It is anticipated that you will now:

■ have a good understanding and working knowledge of the terms: special educational needs, additional educational needs, integration and inclusion and inclusive practice;

■ be able to understand the need for changing roles and responsibilities of staff within educational establishments;

■ have a knowledge of the legislation and documentation that have informed change and developments throughout the last century with regard to special educational needs and inclusive practice;

■ have an understanding of the historical implications behind educational changes and developments.