Oh, great. Not the dreaded “No, leaving your student in the inclusion class isn’t going to put them behind” conversation I used to have at the beginning of every school year. I could never decide which was more painful—reassuring a parent about their non-SPED Johnny’s math future via email, at school drop-off, or in the hallway during 8th grade orientation in front of all the other parents. It was always disappointing to see some parents view my inclusion class as a threat to their child’s math progress. Despite my assurances that the rigor and pace would match my other courses, I still saw students drop from my inclusion class. I wish I had known about this research back then, because what was once anecdotal now has statistical evidence to back it up.
Inclusion class does not negatively impact students without disabilities
Dr. Katharine Parham Malhotra‘s research shows that including students with disabilities (SWD) in general education classrooms does not negatively impact the academic performance of their peers without disabilities (SWOD). Inclusion classes are classrooms that include students of all learning styles and abilities. Generally, no more than one-third of all students in the classroom should have an IEP. The study found that, despite concerns, math and reading test scores remained stable for students in grades 3 through 8. Moreover, Malhotra’s study suggests that inclusive education may have positive long-term effects on high school outcomes for SWD.
Key findings from Malhotra (2024):
- Stable academic performance. The inclusion of SWD did not negatively affect the math and reading test scores of their peers without disabilities, with scores remaining consistent across grades 3 through 8.
- Increased graduation rates. High school graduation rates increased by nearly 3 percentage points after the inclusion policy was fully implemented, indicating potential long-term benefits for all students.
- Improved promotion rates. Students in 9th grade were 6.7 percentage points more likely to be promoted to the next grade following the implementation of the inclusion policy, suggesting enhanced academic preparedness.
- Attendance and dropout rates. While attendance rates remained largely unchanged, there was a slight increase in dropout rates among SWD during the initial years of the policy. However, this trend did not continue in the long term.
Can we trust this research?
Not all research holds the same value! Here’s what our We Are Teachers “Malarkey Meter” says when it comes to this publication, based on four key factors.
- Peer-reviewed? This study likely underwent multiple rounds of peer review and was thoroughly examined by colleagues during Malhotra’s dissertation stage.
- Sample size: This research analyzed data from an entire school district, covering multiple schools and years, assessing the policy’s impact comprehensively.
- Trustworthy sources: Katharine Parham Malhotra is a budding researcher in the Education Policy field, and while she was a solo author on this study, rest assured: Her training and mentors are top-notch (many, many eyes saw this piece!). Additionally, this study was published in Educational Evaluation and Policy Analysis—a solid journal in the field.
- Methodology: The study tracked the gradual rollout of the inclusion policy in different schools over several years. By comparing schools that started the policy at different times, the researchers could see the impact of the policy more clearly. This approach helps to make the findings more reliable because it accounts for changes over time and differences between schools. Malhotra achieved a causal methodology, and that is hard to do!
What does this mean for teachers?
This research reinforces the value of inclusive education, not just for students with disabilities but for all students. Here’s how teachers can apply these findings:
- Advocate for inclusive practices. This study confirms that inclusion classes do not harm students without disabilities and can have long-term benefits for SWD. Teachers can use this evidence to advocate for inclusive policies in schools and districts while ensuring balanced ratios.
- Support all learners. Recognize that the inclusion class benefits everyone in the classroom. Work to create a classroom environment where all students, regardless of ability, can succeed together.
- Reflect on teaching practices. Consider how you can better support students with disabilities in your classroom. Collaborate with special education professionals to implement strategies that benefit all students.
- Thoughtful participation. Dr. Parham Malhotra told We Are Teachers, “This study demonstrates that when teachers are committed to inclusive education and actively participate in thoughtful IEP meetings, all students, including those with disabilities, can benefit in the long term. The success of such policies relies heavily on teachers’ dedication to creating supportive, inclusive environments.”
While stakeholders may debate inclusion classes, Dr. Malhotra’s research provides compelling evidence that they benefit all students. By supporting inclusive practices, advocating for inclusion policies, and reflecting on teaching methods, we create classrooms where all students succeed. Let’s continue to build a more inclusive and equitable environment for all—and stand firm against the negative concerns!