The Effects of Not Including Students with Disabilities

Jillian discusses the alarming inclusion rates in New Jersey and how segregating students with disabilities can lead to harmful effects.

Last November, I attended a presentation on inclusion in my school district in Middletown, New Jersey. Inclusion means that students with special needs are in regular, or general education classes with typical peers for 80% or more of the day. The presenter showed the slide of the inclusion rates in my district to a library full of people. I was stunned to hear that the inclusion rate in my town had dropped from 68% in 2008 to 50% in 2018. This is much lower than the national rate of 63% in 2017. The speaker noted our town’s rate was similar to that of post-Soviet states! The Individuals with Disabilities Education Act states that separating students with disabilities from their peers is a form of segregation. Despite a history of legislation in support of inclusion, students with disabilities continue to face challenges even though research shows that inclusion is better for all students. In New Jersey, students with learning or physical disabilities must advocate to learn alongside their peers. Several negative academic and social effects can arise when students with disabilities are not included with their typical peers.

When students with disabilities are not included in the general education classroom, it perpetuates low expectations for these students. Sometimes, people underestimate the capabilities of disabled persons. They create stereotypes without even knowing the person. For example, despite strong grades and standardized test scores, my sixth grade math teacher did not recommend me for honors math in seventh grade. Despite the lack of recommendation, I enrolled in the class. I excelled in the honors math, which eventually put me on track to take accelerated courses in math and science in high school. When I was in 11th grade, I received an “A” in AP Physics 1. Now as a senior, I am currently taking AP Calculus AB. Today, people do not question my math abilities, but I had to earn their respect through my work. I have also been accepted to three college engineering programs. When I think back to my teacher’s lack of recommendation, I think it was based in fear. Some teachers are afraid to teach students with special needs because they have never taught a student like that before. They may be afraid that students will fail. When a student struggles, they might fear it is a reflection of their teaching. People need to overcome their low expectations and confront their doubts with open-mindedness and spirit of inquiry.

The speaker also presented the post secondary data at the meeting. In 2018, out of all of the special education students in the Middletown school district, only 59% of them continue on to higher education or vocational programs. Unfortunately, most of these students have not been included in a general education setting, which hinders their potential for success after high school. There was a clear link between inclusion and post secondary outcomes. Districts with high inclusion rates, such as Haddonfield (86%), had high post secondary outcomes (97%). When educators have high expectations for students with disabilities and they are included, these students go on to post secondary programs in high numbers.

One reason that students are not included in the general education classroom may be the mistaken belief that they are better off in self-contained classes or that typical peers will do better without the teacher needing to focus on those students. If people with disabilities are included in the general education classroom, however, the results are better for all students. According to the 2013 article “The impact of including children with intellectual disabilities in general education classrooms on the academic achievement of their peers” by Rachel Dessemontet, inclusion does not compromise a typical student’s academic or social outcome. No significant difference was found in the progress of the low-, average-, or high-achieving students without disabilities.

When students with disabilities are not included, peers do not have opportunities to develop social-emotional skills and acceptance. For example, I play xylophone in the marching band, and I have to look down at the keys when I play. Musicians are expected to look at the drum major for tempo and dynamic cues. My friend told me to look at the drum major, but the drum major looks like a blurry, shadowy figure to me, and I cannot see her arms that well, so this does not provide me with any information. I have to “fake-look” in order to appear like a sighted person. My bandmate did not take into account that I am visually imparied and that I can feel tempo and dynamics by listening to those around me instead of relying solely on visual cues. I, however, am guilty of this as well. My friend has health issues and does not have stamina. When we collaborate on group work, I always want her to do her fair share; however, she does not like being reminded. I initiated a group contract in this class because I am concerned about my grades and receiving accommodations during group work. I know my friend has an invisible disability and she does not discuss it, and I am unsure on how to handle getting the group work done in a fair manner that does not hurt our group’s grade. Teachers and students need a safe way to discuss differences so that we can meet all our needs when collaborating to avoid developing biases. The article, “How Inclusion Can Benefit Special Needs Children Socially” explains that people develop greater empathy and positive social-emotional skills when students with special needs are included alongside typical peers.

Learning social-emotional skills helps students be successful not only in high school, but later in life as well. I have another friend who also plays xylophone. He accepts me for who I am and helps me navigate busy football stadiums or competition sites. He is always looking for me since I told him that I have difficulty finding people. He demonstrates empathy and sensitivity. In a similar way, when I took AP Physics 1, some seniors who had already taken the course helped me prepare for labs. They brainstormed with me on how to conduct the experiments in an adapted way. They were very supportive and wanted to see me succeed. In turn, I show empathy for other students on my school’s track team by initiating conversations. I am joining the Unified Track Team this year because I became good friends with students that are in the self-contained program and I want to help them become better runners. Learning to help one another is contagious. I am confident that students will care for one another and learn how to be good team mates when they have sensitivity towards each other’s differences.

Attending the inclusion presentation profoundly changed my perspective. I realize how fortunate I am to be a fully included student. I have always valued those who have treated me with fairness and acceptance. Likewise, I value the friendships of differently-abled students and relate to them with dignity and empathy. Inclusion is better for all students because students perform better academically and socially. When schools do not practice inclusion, students do not develop social-emotional skills, they have less empathy towards others, and their academic scores may suffer. Now, I understand the uniqueness of my own education and the severity of the issues facing students with disabilities. Leaders in education should be pondering ways to include instead of excluding students with special needs. Not including has many negative effects. If schools keep segregating students with disabilities, people will lessen their expectations and be less accepting towards those with differences. Inclusion should be one for all and all for one; everyone coexisting together. Every child is special in their own way. Inclusion might be a hard problem to fix, but if more schools strived to hit inclusion rates of 89%, like Haddonfield School District, inclusion would be a reality. Teachers, students, and educators should embrace each other's differences.

Jillian, New Jersey

Written as a senior in high school