The emotional impact of inclusion on elementary-aged students with intellectual disabilities: Educator perspectives
Open Access
Author:
Galban, Alyssa
Area of Honors:
Elementary and Early Childhood Education
Degree:
Bachelor of Science
Document Type:
Thesis
Thesis Supervisors:
Mary Katherine E Harris, Thesis Supervisor Dr. Charlotte Land, Thesis Honors Advisor
Keywords:
Inclusion Special Education Education
Abstract:
The research presented throughout this paper sought to explore how varying levels of inclusion in schools can positively or negatively impact the happiness, confidence, and sense of belonging in elementary aged students with intellectual disabilities. By analyzing literature and collecting qualitative and quantitative data from educators across Pennsylvania, this study ultimately answered the research question. Statistical trends demonstrated that, when compared to schools with low levels of inclusion, those with moderate to very high levels facilitate increased numbers of happiness, confidence, and sense of belonging in their students with intellectual disabilities. This corroborates the information found within literature, as many scholars asserted that inclusion can positively impact students on multiple domains. However, qualitative data and educator opinions suggest that though inclusion holds countless benefits, fully immersing students with intellectual disabilities in the general education classroom may not serve as the best fit for every individual. Due to the varying needs of each student, schools should work to differentiate their inclusion practices in order to meet the specific wants and needs of children in order for this framework to work most effectively. In order to maintain successful inclusion, districts must also aim to supply their educators–whether that be teachers, paraprofessionals, or other aides–with sufficient training, appropriate resources, and support.
