The term “inclusive education” is most often used to mean the inclusion of persons with physical

and mental impairments, such as sensory or mobility limitations, intellectual disabilities, learning
disabilities, language disorders, behavior disorders. Therefore, this assignment is going to
discuss the four benefits of inclusive education.

According to McCarty (2006) states, “inclusive education not only provides benefits to students
with disabilities but also to their non-disabled peers. He goes on by stating that "it appears that
special needs students in regular classes do better academically and socially than comparable
students in non-inclusive settings". Some of these benefits include social aspects, higher
academic standards, and removal of the social prejudice that exists for people with special needs.

Social Benefits, some research has shown that the benefits of inclusive classrooms reach beyond
academics. When students with disabilities are isolated and taught only in special education
classrooms they are not given the opportunity to interact with a diverse group of people. By
creating inclusive settings these students are now able to socially interact and develop
relationships with their peers. It believes that this allows the students with special needs to
improve their social skills and their behavior by having appropriate examples in the general
education classroom. Students with disabilities have shown improvement in their ability to
follow directions and initiate contact with others.

When students with disabilities become part of a general education classroom, they are more
likely to become socially accepted by their peers. The more students without disabilities have
contact with their peers with disabilities the greater the chance they will learn tolerance and have
a greater acceptance of other's differences. The climate of the classroom should facilitate the idea
that differences are natural and each student should be comfortable with being him or herself as
indicated. All students should be seen as having something special and unique to contribute.
Students with disabilities will feel that they are part of a learning community in their classroom
because of the belief in inclusion by their peers and their teachers, (Kavales and Forness 2000).

Individualized Instruction and Academic Achievement, with inclusion being implemented in

more and more classrooms, students with and without disabilities are benefiting academically.
The regular education class can provide an environment in which students with special needs
have more opportunities to learn, to make educational progress in academic achievement". The
academic benefits include having additional staff in the classroom to provide individualized and
small group instruction to all of the students, and allowing for students with special needs to be
exposed to a richer curriculum. Often, in special education classrooms, teachers can be forced to
stray away from the curriculum due to fear that their students will not understand the important
concepts and will not be able to master the material. In an inclusive setting, students with special
needs are being exposed to age appropriate curriculum and are receiving individualized
instruction to support them in the general education classroom. This can lead to students with
special needs feeling more confident in themselves because they are being given important work
that is challenging them academically, compared to completing work that is easy and feeling like
their accomplishments were minimal. Students feel that they are being given authentic,
meaningful work, the more likely they will show pride and accomplishment in that work.

In the inclusive classroom, because of the diversity of students involved, it is necessary for
teachers to vary their instructional strategies. One approach will not fit all. Special attention must
be paid to differentiating what is taught, as well as how it is taught. Direct instruction with
teacher led lessons are sometimes needed, but it is also important to have more constructivist,
learner-centered activities and lessons to give students with and without disabilities the chance to
have ownership in their learning. As noted the sole reliance on direct instruction would deprive
students with disabilities the opportunity to develop greater independence and the ability work
with and learn from their peers. Cooperative learning models can also be effective in inclusive
classrooms because of the heterogeneity of the students. During these cooperative learning
activities, the teachers in the room can provide direct instruction and additional support to 'those
students that need it, (Voltz, Brazil, and Ford 2001).

According to Daniel and King (2000), states one has “Improvement in Behavior”, in inclusive
classrooms, students with special needs tend to behave more appropriately compared to when
they are taught in isolation with other students with disabilities. Students with disabilities learn
how to act appropriately in diverse settings by being surrounded by their peers without
disabilities. "Models of appropriate social behavior are more readily available in regular
education classrooms. This environment more appropriately reflects mainstream society and
establishes a supportive, humane atmosphere for all students". Also, in general education
classrooms, the expectations the teacher places on appropriate behavior are much higher than in
special education classrooms, students with disabilities are more able to understand the desired
behaviors and will try to abide by them to avoid the consequences if they are taught and shown
models of these behaviors.

Removal o(Social Prejudice By being exposed to inclusive settings, students have a better
understanding and are more tolerant of individual differences. When the classroom climate
respects and reflects diversity, so will the students that are exposed to that environment. As soon
as students with disabilities do not have the "special education student" label while in inclusive
classrooms they do not feel singled out or embarrassed in any way. When every student is
included in the learning activities occurring in the classroom, students are unaware of the
students that receive special education services.

By using cooperative learning groups, teachers can mix students with disabilities into groupings
based on their strengths; they will feel that they belong because they are not being taken out of
the room or being segregated from their peers. By doing this, their peers will see them as
contributing members to the classroom and not as "different" or "special". It feels that every
student has something unique to share and differences among students should be openly
acknowledged and addressed. Differences should be valued and seen as assets to students'
learning. Every student should feel comfortable in their classroom and that they are part of a
learning community. By exposing children to diversity, teachers are exposing them to reality. By
doing this in inclusive classrooms, students with and without disabilities are forming friendships,
gaining an improved sense of self-worth, and are becoming better human beings by learning
tolerance (Brown, 2001).

In addition, inclusive education prepares students for life after school by allowing them to learn
in various settings with different types of learners. This prepares them for the real world, where
they will encounter people from all walks of life. Inclusive education also helps students learn
how to work together and respect others’ differences. This is an important life skill that will help
them be successful in their personal and professional lives.

Inclusive education benefits the whole school community by creating a more tolerant and
understanding environment. When all students are included in the classroom, it helps to break
down social barriers and fosters a sense of community. Inclusive education also allows all
students to learn from each other and helps to develop empathy and compassion. By including all
students in the learning process, we are teaching them to respect and accept each other for who
they are. This is a valuable lesson that will benefit them throughout their lives.

Increased Self-Esteem and Confidence among Students, inclusive education can lead to an
increase in self-esteem and confidence among students. By providing a learning environment
that is welcoming and supportive, inclusive education can help all students feel seen and valued,
regardless of their abilities or differences. This can boost self-confidence, as students come to see
themselves as capable and valuable members of the community. Additionally, inclusive
education can help students develop social and emotional skills, such as empathy and
cooperation, which can also increase self-esteem. In short, inclusive education can be
instrumental in helping all students feel confident and valued, both inside and outside the
classroom (Llego, 2022).

In the nutshell, inclusive education takes into account the different needs of all students in order
to create an inclusive learning environment. This can be done by modifying the teaching
methods, materials, and resources used in the classroom and creating a supportive school culture.
Inclusive education can benefit all students, not just those with special needs. However, inclusive
education benefits all students by providing them with an equal opportunity to learn and grow. It
also helps to break down barriers between different groups of people and allows everyone to feel
welcomed and valued in the educational setting. Inclusive education is the key to creating a more
just and equitable society for everyone.
 REFERENCES

Brown, K.T. (2001). The effectiveness of early childhood inclusion: Loyola College.

Kavale, K. & Forness, S. (2000). History, rhetoric, and reality: Analysis of the inclusion
debate. University of London Press.

Llego, M. A. (2022). Benefits of Inclusive Education for All Students. Teacher PH.

McCarty, K. (2006). The benefits and disadvantages of inclusive schooling. Harvard

University Press.

Voltz, D.L., Brazil, N. & Ford, A. (2001). What matters most in inclusive education: A
practical guide for moving forward. Intervention in School, New York Press.