Inclusion of Students with Special Needs

American federal laws and society values have contributed to an increase in students with special needs working alongside their peers in general education classrooms. When students with special needs are included in the general education classroom, all students learn that everyone has special abilities and some people need more help than others. I think inclusion of students who receive special education services leads to a more accepting school culture and other students strive to assist anyone who needs help. After reading more about this topic, it is evident some people worry about accommodations being fair for everyone and whether or not inclusion is beneficial.

Byrnes (2008) explains that an accommodation is a modification to an activity or setting to remove the barrier preventing the person with a disability from achievement and access. Byrnes analyzes how appropriate adjustments do not make an assignment or lesson easier for students, but rather provides equal access that other students experience in a learning environment (Evans, 2008, p. 319). I thought Byrnes provided thorough support for accommodating students with special needs since the purpose to them when it is needed and does not interfere with what is being tested.

Kauffman, McGee, and Brigham (2008) argue that inclusion often prevents students with disabilities from being properly challenged or enabling the students to rely on the accommodations. Further, there is concern over whether students with special needs are receiving an appropriate education that aligns with their disability (Evans, 2008, p. 329). I think these are valid arguments, but instead of implying all students with special needs should not be included, it is better to remind teachers to think about individual student’s situations. Making generalizations about how special education inclusion is applied erroneously across the country adds to any negative connotation. It is also ignoring the school’s that have implemented a good approach. People who oppose the inclusion should ask successful schools about their program to learn what is recommended to ensure all students are being properly assessed and accommodated.

I think it is often difficult for people who have not needed an accommodation in life to understand that the purpose is to make the task equitable, not easier. I support the inclusion of students with special needs working in the general education classroom when the resource team makes that recommendation. I think when children work with a diversity of students then it is an opportunity for life lessons that might not occur otherwise. As long as everyone is achieving what they are capable of doing, the inclusion of students with disabilities should not be considered a distraction in the general education classroom. Instead, inclusion should be viewed as an asset because everyone is learning material and lessons they might not have been exposed to in another environment.


Evans, D. (2008). Taking sides: Clashing views in teaching and education practice. New York, NY: McGraw Hill Higher Education.