Forty years ago, The Individuals with Disabilities Education Act (IDEA) was enacted, stating that students with disabilities should be included in general education classrooms as much as possible, while still receiving appropriate services.
Cole and colleagues conducted a study to examine the academic outcomes of high school students placed in inclusive settings compared to similar high school students placed in less inclusive settings. They employed propensity score matching techniques to analyze data from the state of Indiana, covering nearly 24,000 students with disabilities who were in eighth grade in 2013 and followed through to their graduation in 2018.
Results showed that students with disabilities who spent at least 80% of their time in inclusive general education classrooms performed better on standardized tests in math (18.4 points higher) and reading (24.3 points higher) than similar peers who spent less time in inclusive education. In addition, the students who spent more time in inclusive settings took more rigorous courses and were thus better prepared for college or careers than those who spent less time in inclusive settings.
The authors underscore the importance of closely monitoring students to ensure that those who can benefit from placement in general education are appropriately included. They also address issues of social justice tied to these findings, emphasizing the need for equitable access to inclusive educational opportunities.
Source: Cole, S. M., Murphy, H. R., Frisby, M. B., & Robinson, J. (2023). The relationship between special education placement and high school outcomes. The Journal of Special Education, 57(1), 13–23. https://doi.org/10.1177/00224669221097945