What is Inclusion?

Inclusion is when students with disabilities spend most or all their time in the general education environment, participating with general education peers in the classroom, and taking part in the extracurricular life of the school.

Inclusion is more than sitting in a general education class; it only is true inclusion when a child is learning and meeting IEP goals with their typical peers. Inclusion is not the same as mainstreaming.

What are the benefits of inclusive schools?

♦There are academic benefits for both students with disabilities and students without
disabilities when they are taught in an inclusive educational setting
Choi, J. H., Meisenheimer, J. M., McCart, A. B., & Sailor, W. (2016). Improving learning for all students through equity-based inclusive reform practices: Effectiveness of a fully integrated schoolwide model on student reading and math achievement. Remedial and Special Education, online. doi: 10.1177/0741932516644054.
Cole, C. M., Waldron, N., & Majd, M. (2004). Academic progress of students across inclusive and traditional settings. Mental Retardation, 42(2), 136-144.

♦There are behavioral and social benefits for students with disabilities when they are
academically and socially included at school
Woodman, A. C., Smith, L. E., Greenberg, J. S., & Mailick, M. R. (2016). Contextual factors predict patterns ofchange in functioning over 10 years among adolescents and adults with autism spectrum disorders. Journal of Autism and Developmental Disorders, 46(1), 176-189. doi:10.1007/s10803-015-2561-z. Wehmeyer, M. L. (2006). Beyond access: Ensuring progress in the general curriculum for students with severe disabilities. Research and Practice for Persons with Severe Disabilities, 31(4), 322–326. doi:
10.1177/154079690603100405.

♦Students with disabilities taught in inclusive settings have more successful postsecondary
outcomes
Haber, M. G., Mazzotti, V. L., Mustian, A. L., Rowe, D. A., Bartholomew, A. L., Test, D. W., & Fowler, C. H.(2016). What works, when, for whom, and with whom: A meta-analytic review of predictors of postsecondary success for students with disabilities. Review of Educational Research, 86(1), 123-162. doi:
10.3102/0034654315583135. Rojewski, J. W., Lee, I. H., & Gregg, N. (2013). Causal effects of inclusion on postsecondary education outcomes of individuals with high-incidence disabilities. Journal of Disability Policy Studies, 25(4), 210-219. Test, D. W., Mazzotti, V. L., Mustian, A. L., Fowler, C. H., Kortering, L., & Kohler, P. (2009). Evidence-based secondary transition predictors for improving postschool outcomes for students with disabilities. Career Development for Exceptional Individuals, 32(3), 160-181. 10.1177/0885728809346960.

♦ALL students attending effective inclusive schools benefitted from a greater sense of belonging at school
Lyon, K. J., Blue-Banning, M., & McCart, A. B. (2014). Lessons from the field. Lawrence, KS: National Center on Schoolwide Inclusive School Reform: The SWIFT Center.
Shogren, K. A., Gross, J. M. S., Forber-Pratt, A. J., Francis, G. L., Satter, A. L., BlueBanning, M., & Hill, C. (2015). The perspectives of students with and without disabilities on inclusive schools. Research & Practice for Persons with Severe Disabilities, 40(4), 243-260. doi: 10.1177/1540796915583493.

♦The World Economic Forum’s Future of Jobs Report 2018 found that in the future job market, the skills of “creativity, originality and initiative, critical thinking, persuasion and negotiation will…retain or increase their value, as will attention to detail, resilience, flexibility and complex problem-solving. Emotional intelligence, leadership and social influence as well as service orientation also see an outsized increase in demand relative to their current prominence.” We are capacitating all our students for a brighter future when we teach them to work together. 

How do students benefit from the increase of inclusive practices?

IEP teams are tasked with determining what supports and services are needed for each student. Common supports include general education classes co-taught by a special educator and a general educator; learning center instruction and/or accommodations.

Which LAUSD school sites are committed to increasing inclusive environments?

Research Support for Inclusive Education

What are the benefits of inclusive schools?

♦There are academic benefits for both students with disabilities and students without
disabilities when they are taught in an inclusive educational setting
Choi, J. H., Meisenheimer, J. M., McCart, A. B., & Sailor, W. (2016). Improving learning for all students through equity-based inclusive reform practices: Effectiveness of a fully integrated schoolwide model on student reading and math achievement. Remedial and Special Education, online. doi: 10.1177/0741932516644054.
Cole, C. M., Waldron, N., & Majd, M. (2004). Academic progress of students across inclusive and traditional settings. Mental Retardation, 42(2), 136-144.

♦There are behavioral and social benefits for students with disabilities when they are
academically and socially included at school
Woodman, A. C., Smith, L. E., Greenberg, J. S., & Mailick, M. R. (2016). Contextual factors predict patterns ofchange in functioning over 10 years among adolescents and adults with autism spectrum disorders. Journal of Autism and Developmental Disorders, 46(1), 176-189. doi:10.1007/s10803-015-2561-z. Wehmeyer, M. L. (2006). Beyond access: Ensuring progress in the general curriculum for students with severe disabilities. Research and Practice for Persons with Severe Disabilities, 31(4), 322–326. doi:
10.1177/154079690603100405.

♦Students with disabilities taught in inclusive settings have more successful postsecondary
outcomes
Haber, M. G., Mazzotti, V. L., Mustian, A. L., Rowe, D. A., Bartholomew, A. L., Test, D. W., & Fowler, C. H.(2016). What works, when, for whom, and with whom: A meta-analytic review of predictors of postsecondary success for students with disabilities. Review of Educational Research, 86(1), 123-162. doi:
10.3102/0034654315583135. Rojewski, J. W., Lee, I. H., & Gregg, N. (2013). Causal effects of inclusion on postsecondary education outcomes of individuals with high-incidence disabilities. Journal of Disability Policy Studies, 25(4), 210-219. Test, D. W., Mazzotti, V. L., Mustian, A. L., Fowler, C. H., Kortering, L., & Kohler, P. (2009). Evidence-based secondary transition predictors for improving postschool outcomes for students with disabilities. Career Development for Exceptional Individuals, 32(3), 160-181. 10.1177/0885728809346960.

♦ALL students attending effective inclusive schools benefitted from a greater sense of belonging at school
Lyon, K. J., Blue-Banning, M., & McCart, A. B. (2014). Lessons from the field. Lawrence, KS: National Center on Schoolwide Inclusive School Reform: The SWIFT Center.
Shogren, K. A., Gross, J. M. S., Forber-Pratt, A. J., Francis, G. L., Satter, A. L., BlueBanning, M., & Hill, C. (2015). The perspectives of students with and without disabilities on inclusive schools. Research & Practice for Persons with Severe Disabilities, 40(4), 243-260. doi: 10.1177/1540796915583493.

♦The World Economic Forum’s Future of Jobs Report 2018 found that in the future job market, the skills of “creativity, originality and initiative, critical thinking, persuasion and negotiation will…retain or increase their value, as will attention to detail, resilience, flexibility and complex problem-solving. Emotional intelligence, leadership and social influence as well as service orientation also see an outsized increase in demand relative to their current prominence.” We are capacitating all our students for a brighter future when we teach them to work together. 

Benefits of Inclusive Schools

 Advice From Those We Serve: Why Inclusion Matters

The Evolution of Inclusion: The past and future of education

"We are committed to providing resources and guidance in LAUSD's implemenation of increased inclusion"   - University of California, Los Angeles

"We put our full support behind LAUSD's effort" - Loyola Marymount University

"We highly support these efforts to design & deliver inclusive environments" 
California State University Northridge

"We have an ethical obligation to provide students with disabilities with equiable access" - University of La Verne 

"Inclusive practices ensure that all students are successful"   - California University of Dominguez Hills