The positive and negative effect of accepting learners with special needs in a regular classroom setting based on studies conducted. This presents the benefits and problem faced of inclusive education. The information presented herein are obtained from empirical activities and/or researches to increase the validity of the presented content.
2. The inclusion of students with special needs in regular classroom settings has been a topic of
considerable discussion and debate in the field of education. While proponents argue that
inclusive education promotes socialization, diversity, and academic progress for all students,
critics express concerns about the potential negative impact on the academic performance of both
students with and without special needs.
This discussion will explore both the positive and negative effects of accepting students with
special needs in a regular classroom setting, supported by relevant research findings.
3. POSITIVE EFFECTS:
1. Social and Emotional Development: Inclusive
education fosters positive social interactions and
friendships between students with and without
special needs. Research by Guralnick (2017)
indicates that inclusive classrooms provide
opportunities for students to develop empathy,
understanding, and acceptance of individual
differences. Such interactions enhance the social
and emotional development of all students,
promoting a more inclusive and compassionate
society.
4. POSITIVE EFFECTS:
2. Improved Academic Outcomes: Contrary to concerns
that the academic performance of students without special
needs might suffer, studies suggest that inclusive
classrooms can lead to improved academic outcomes for
all students. For instance, a meta-analysis conducted by
Wang and Baker (2015) found that students without
disabilities in inclusive classrooms demonstrated higher
achievement scores compared to those in non-inclusive
classrooms. The inclusive setting promotes peer tutoring,
cooperative learning, and a diverse range of instructional
strategies, benefiting students with and without special
needs alike.
5. POSITIVE EFFECTS:
3. Promotion of Diversity and Equal Opportunities:
Inclusive education supports the principles of diversity and
equal opportunities. Students with special needs have the
right to access the same educational experiences as their
peers without disabilities. Inclusion provides them with a
sense of belonging and equal participation in society,
fostering a culture of acceptance and diversity (UNESCO,
2017). Research by Slee (2018) emphasizes that inclusive
education benefits not only students with special needs
but also creates a more inclusive and tolerant society in
the long term.
6. NEGATIVE EFFECTS:
1. Increased Stress on Teachers: One concern raised
regarding inclusive classrooms is the potential increase
in stress on teachers. Inclusive education requires
teachers to provide differentiated instruction and
support to students with a wide range of abilities and
needs, which can be demanding and time-consuming.
Research by Kauffman, Bantz, and Voorhees (2015)
suggests that teachers may experience increased
stress levels and decreased job satisfaction when
faced with the challenges of accommodating diverse
learning needs in inclusive settings.
7. NEGATIVE
EFFECTS:
2. Limited Individual Attention: The
presence of students with special
needs in regular classrooms may
lead to limited individual attention for
all students. Teachers may struggle
to meet the individualized needs of
each student due to time constraints
and larger class sizes. A study by
Mastropieri and Scruggs (2018)
found that inclusive classrooms had
a higher student-to-teacher ratio,
which impacted the amount of
individualized attention students
received. This could potentially
hinder the academic progress of
both students with and without
special needs.
8. NEGATIVE EFFECTS:
3. Negative Impact on High Achieving Students:
Critics argue that inclusive education might
negatively affect high-achieving students. They
contend that teachers may need to focus more
on students with special needs, diverting
resources and attention away from the needs of
high-achieving students. A study by Ruijs, van
der Veen, and Peetsma (2010) found that high-
achieving students in inclusive classrooms
reported lower levels of academic engagement
and satisfaction compared to those in non-
inclusive classrooms.
9. In conclusion, the acceptance of students with special needs in
regular classroom settings has both positive and negative effects.
While inclusive education promotes social and emotional
development, improves academic outcomes, and fosters diversity
and equal opportunities, it also presents challenges such as
increased stress on teachers, limited individual attention, and
potential negative impact on high-achieving students. It is crucial for
schools
Author: Antonio S. Ramelo
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