Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Identifying and Correcting Barriers to Successful Inclusive Practices: A Literature Review

  • Marquis C. Grant, M.Ed., Ed.D. (Author) North Carolina A&T State University image/svg+xml
    Dr. Marquis C. Grant has been an educator for the past 10 years, six of those years spent as a special education teacher. Dr. Grant earned a master’s degree in curriculum & instruction from the University of West Florida and a doctorate from Argosy University. As the parent of two boys with autism spectrum disorder, she has worked to bring awareness to children with ASD in school and in the community by presenting at conferences and writing for publication about issues ranging from school advocacy and using Positive Behavior Intervention Support (PBIS) to the perceived stress and coping of mothers of children with autism. Publications include: How to Advocate for Your Child’s Free Appropriate Public Education (Autism Spectrum Quarterly); Family Ties: Fostering Sibling Relationships with Children on the Spectrum (Autism Spectrum Quarterly); Are All Readers Created Equal (Reading Today); The Good, the Bad, the Ugly: Advocating for Children with Autism in School (NASET);The New Segregation: An Analysis of Current Contexts of Inclusive Education (ED546449); Empowering Parents in the Special Education Process (NASET); The Effectiveness of Using DIBELS for African American Males at Risk for Reading Failure (Dissertation); Charter Schools: Are They Really Th e Answer? (ED511137); Inclusion Doesn’t Always Mean Included (ED511442). Dr. Grant has presented at Autism Avenue Conference and Expo, NCARE North Carolina Council for Exceptional Children Annual Conference and North Carolina Department of Public Instruction Exceptional Children Conference.
  • Kimberly Michelle Jones-Goods, MPS, Ph.D. (Author) North Carolina A&T State University
    Kimberly M. Jones-Goods, Ph.D., is an Adjunct Assistant Professor in the Department of Liberal Studies, College of Arts & Sciences at North Carolina A&T State University. Her research interests are grounded in educational equity, cultural responsiveness in education and in Leadership, educational leadership, leadership studies and Africana Studies (African and African American studies). Kimberly earned a Bachelor’s Degree in Sociology with a concentration in Race and Ethnic Relations from Ithaca College, a Master’s Degree from Cornell University in Africana Studies and a Ph.D. from North Carolina Agricultural & Technical State University in Leadership Studies. Kimberly holds certifications as a Level 3 Early Childhood Administrator, a Level 3 School Age Administrator, Elementary Education Teacher (K-6), Middle School Social Studies Teacher (Grades 6-9), High School Social Studies Teacher (Grades 9-12), and a School Principal (Grades K-12).
DOI
https://doi.org/10.64546/jaasep.296
Abstract
The inclusion of students with disabilities in the general education classroom is one of the most debated subjects in the field of education today. A review of the literature revealed that while inclusion has been shown to benefit children who receive special education services alongside their non-disabled peers, there are a number of barriers that prevent the practice and procedure of inclusion from being successfully implemented. Lack of teacher training, ineffective instruction, and overall teacher attitudes have been identified as the most prominent barriers to the inclusion process and suggestions for future study indicate that more information to determine the extent to which disabled children are academically, socially and emotionally impacted by those barriers.
Keywords
Barriers, Disabilities, Inclusion, Instructional Effectiveness, Literature Reviews, Regular and Special Education Relationship
References

Baker, P.H. (2005). Managing student behavior: How ready are teachers to meet the challenge? American Secondary Education, 33 (3), 51-64.

Berry, R. (2006). Teacher talk during whole-class lessons: Engagement strategies to support the verbal participation of students with learning disabilities. Learning Disabilities Research and Practice, 21(4), 211-232. DOI: https://doi.org/10.1111/j.1540-5826.2006.00219.x

Cook, L. & Friend, M. (1995). Co-teaching: Guidelines for creating effective practices. Focus on Exceptional Children, 28(3), 1-16. DOI: https://doi.org/10.17161/fec.v28i3.6852

Cushner, K., McClelland, A., & Safford, P. (2012). Creating inclusive classrooms. Human diversity in education. New York, New York: McGraw-Hill.

Keigher, A. (2010). Teacher Attrition and Mobility: Results from the 2008–09 Teacher Follow-up Survey (NCES 2010-353). U.S. Department of Education. Washington, DC: National Center for Education Statistics Kossewska, J. (2006). Looking for predictors of attitudes towards mainstreaming of exceptional children. Special Education, 1(14), 67-75.

McDonnell, J., Johnson, J.W., Polychronis, S., & Risen, T. (2002). Effects of embedded instruction on students with moderate disabilities enrolled in general education classes. Education and Training in Mental Retardation and Developmental Disabilities, 37(4), 363-377.

Mdikana, A., Ntshangase, S., and Tokozile, T. (2007). Pre-service educators’ attitudes towards inclusive education. International Journal of Special Education, 22, 122-130.

Nougaret, A., Scruggs, E., and Mastropieri, M.A. (2005). Does teacher education produce better special education teachers? Exceptional Children, 71(3), 217-230. DOI: https://doi.org/10.1177/001440290507100301

Paulsen, K. J. (2005). Infusing evidence-based practices into the special education preparation curriculum. Teacher Education and Special Education, 28(1), 21-27. DOI: https://doi.org/10.1177/088840640502800103

Rosenberg, M.S., Boyer, K.L., Sindelar, P.T., and Misra, S.K. (2007). Alternative route programs for certification in special education program infrastructure, instructional delivery, and participant characteristics. Exceptional Children, 73(2). DOI: https://doi.org/10.1177/001440290707300206

Thompson, B., Diamond, K.E., McWilliam, R., Snyder, P., and Snyder, S.W. (2005). Evaluating the quality of evidence from correlational research for evidence-based practice. Exceptional Children, 71(2), 181-195. U.S. Department of Education July 15, 2008. DOI: https://doi.org/10.1177/001440290507100204

U.S. Department of Education, Office of Special Education Programs, Data Analysis System, OMB #1820-0518 (available on Dept. of Education, Office of Special Education Programs website) U.S. Government Accountability Office (2009, July). Teacher preparation. Washington, D.C.: Author. Available at http://www.gao.gov/new.items/d09573.pdf.

Watnick, B. & Sacks, A. (2006). A snapshot of teacher perceptions on full inclusion in an international urban community: Miami-Dade County, Florida. The Journal of the International Association of Special Education, 7(1), 67-74.

Yvonne Hunter-Johnson, Janelle Cambridge-Johnson, & Norissa G. L. Newton (2014). What does teachers' perception have to do with inclusive education: A Bahamian context. International Journal of Special Education, 29(1), 2.

There are 14 references in total.
How to Cite
Grant, M. C., & Jones-Goods, K. M. (2016). Identifying and Correcting Barriers to Successful Inclusive Practices: A Literature Review. Journal of the American Academy of Special Education Professionals, 11(1), 64-71. https://doi.org/10.64546/jaasep.296

Winter 2016

Article Information

  • Article Type Articles
  • Submitted December 24, 2015
  • Published February 15, 2016
  • Issue Winter 2016
  • Section Articles
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