Research
"Further, research demonstrates that inclusive education results in the best learning outcomes; there is no research that supports the value of a segregated special education class and school."
More here: https://ncd.gov/sites/default/files/NCD_Segregation-SWD_508.pdf
Above is from: http://alana.org.br/wp-content/uploads/2016/12/A_Summary_of_the_evidence_on_inclusive_education.pdf
"There is clear and consistent evidence that inclusive educational settings can confer substantial short- and long-term benefits for students with and without disabilities."
"It is the Departments’ position that all young children with disabilities should have access to inclusive high-quality early childhood programs, where they are provided with individualized and appropriate support in meeting high expectations."
Why Presuming Competence is Essential for True Inclusion
Too often, an “inclusive education” for students with complex support needs means helping them take part in a single class activity before they go off to a different classroom, or focusing on a single learner while other similar students remain on the outside. Cheryl M. Jorgensen, Ph.D., an inclusive education consultant and co-founder of the National Center on Inclusive Education, offered participants in the recent edWebinar, “Inclusion is More Than ‘Just Being In,’” a new way to define the term. She explained that inclusion should not be a practice but should be a transformational educational philosophy based on social justice principles, where the first tenet is that all students are presumed competent. More here: https://home.edweb.net/presuming-competence-essential-for-true-inclusion/
"This growing body of research suggests that nondisabled students can gain a number of important benefits from relationships with their disabled classmates."
FRIENDSHIP, SOCIAL SKILLS, SELF ESTEEM, EMPATHY, PATIENCE