We learn more from the people who are different from us than the ones who are the same.
— Professor Andy Hargreaves.
In this uber-competitive world, every parent wants to give their children the best possible head start in life, and education is a big part of that. When parents learn that there will be students with learning differences in their children’s classrooms, they often worry about the impact on their child’s education. Inclusive education fosters social-emotional skills and empathy in typical learners, but concerns remain about academic outcomes. This article looks at the research to address those concerns.
Will having a child with learning differences hold back the progress of other students in the same classroom?
A review of more than 280 studies worldwide found that inclusive education has no negative impact on the academic achievements of typical students (Hehir et al., 2016). An analysis of 47 studies found a small positive impact (Szumski et al., 2017). One study of about 1,000 primary students in Indiana reported higher Math score gains in inclusive schools compared with non-inclusive schools (Waldron & Cole, 2000). Case studies also show schools can be both inclusive and high-achieving when evidence-based inclusive practices are implemented.
That seems counterintuitive. How is that possible?
The European Agency for Development in Special Needs Education found that effective teaching practices necessary for inclusive classrooms — goal-setting, individualized teaching based on assessment, direct instruction and feedback — benefit all students (Meijer, 2003). Prioritizing inclusive education and a culture of collaborative problem solving can lead to innovative teaching approaches that improve outcomes for everyone. Teacher training to support diverse learners also enhances general teaching practice.
What about group-based learning activities? Surely there is a negative impact there?
Cooperative learning, where students work in small groups on structured tasks, has been shown to benefit all students, including those with and without learning differences. Studies indicate that inclusion in group-based activities does not negatively affect the academic achievements of typical students (Pomplun, 1996), and instead provides broader learning opportunities beyond the standard curriculum.
The World Economic Forum’s Future of Jobs Report (2020) highlights skills such as analytical thinking, complex problem solving, creativity and critical thinking — areas where neurodivergent individuals often excel. Corporations are increasingly recognising neurodiversity in hiring programs. Peer discussion and mixed-ability learning can therefore enhance creative performance and prepare students for future workforce needs (Wang & Murata, 2016).
Inclusive education does not mean higher-achieving students receive less attention; it means all students receive individualized support and accommodations to meet their unique needs. I hope this information helps allay concerns about inclusive education and suggests how it might benefit children. “I am not ‘normal’, mummy. What is ‘normal’? Nobody is ‘normal’.”
References
Dyssegaard, C. B., & Larsen, M. S. (2013). Evidence on inclusion. Danish Clearinghouse for Educational Research. https://edu.au.dk/fileadmin/edu/Udgivelser/Clearinghouse/Evidence_on_Inclusion.pdf
Hehir, T., Grindal, T., Freeman, B., Lamareou, R., Borquaye, Y., & Burke, S. (2016). A summary on the evidence of inclusive education. Abt Associates. https://www.abtassociates.com/sites/default/files/2019-03/A_Summary_of_the_evidence_on_inclusive_education.pdf
Kefallinou, A., Symeonidou, S., & Meijer, C. J.W. (2020). Understanding the value of inclusive education and its implementation: A review of the literature. Prospects, (49), 139-152. https://doi.org/10.1007/s11125-020-09500-2
Meijer, C. J. W. (Ed.). (2003). Inclusive Education and Effective Classroom Practices: summary report. European Agency for Development in Special Needs Education. https://www.european-agency.org/sites/default/files/inclusive-education-and-classroom-practices_iecp-en.pdf
Pomplun, M. (1996). Cooperative Groups: Alternative assessment for students with disabilities? Journal of Special Education, 30(1), 1-17.
Szumski, G., Smogorzewska, J., & Karwowski, M. (2017). Academic achievement of students without special educational needs in inclusive classrooms: A meta-analysis. Educational Research Review, 21, 33-54.
Waldron, N., & Cole, C. (2000). The Indiana Inclusion Study Year 1 Final Report. http://mn.gov/mnddc/parallels2/pdf/00s/00/00-IIS-INS.pdf
Wang, S., & Murata, M. (2016). Possibilities and limitations of integrating peer instruction into technical creativity education. Instructional Science, 44, 501-525. https://doi.org/10.1007/s11251-016-9385-x
