The significance of this study is to determine whether inclusion is beneficial to all students. This study will seek to find out how inclusion impacts students with and without disabilities in the general education classrooms. Federal legislation has forced educators to provide educational services that were free, appropriate, and least restrictive. A classroom setting that is least restrictive is characteristically most beneficial to all learners academically, behaviorally, and socially. Including special education students in the regular academic setting with regular education students, a regular education teacher, and a special education teacher has been found to improve academic performance, enhance social-emotional interactions, and improve behaviors of students with and without disabilities. The education system ought to ensure that learners with and without special needs are granted a chance to study to their full potential. Past studies have not managed to show the relation amid inclusive learning and up-graded social and emotional advancement of all pupils. This investigation aims to determine the overall influence of inclusive education on all students with and without disability. More specifically, investigate the influence inclusion education has on student learning or attainment or achievement, both academically, socially, and behaviorally. The study will be anchored on four variables that no previous study has investigated in a single study.
The Impact Special Education Inclusion has on Students With and Without Disabilities
