Program
Special Education M.A.
Number of Pages
61
Year Approved
2026
First Advisor
Meghan Cavalier
Second Reader
Thomas McCarthy
Abstract
Research of special education inclusion in mainstream classrooms indicated that it can enhance the academic and social development of students with disabilities, and that it could also make a positive impact on the peers without disabilities. However, there is continued concern regarding teacher readiness, resource limitations, and the appropriateness of full inclusion for students with significant disabilities. To create a successful inclusive classroom, teachers need support, proven strategies, and the implementation of the strategies. This literature review will look at the successes and challenges of inclusive education as a whole, and highlight the evolution of exclusive practices to the current emphasis on the importance of inclusion. Historically, this progression toward inclusion was driven by legislation such as the Individuals with Disabilities Education for All (IDEA), the framework for the creation of the Least Restrictive Environment (LRE), and Universal Design for Learning (UDL). All of this landmark legislation has shone a light on the importance of equity, accessibility, and the need for the individualization of support for students with disabilities. Positive socialization, better peer relationships, and enhanced emotional well-being of all students is also extensively documented in the recent research.
Degree Name
Special Education M.A.
Document Type
Masterʼs thesis
Recommended Citation
Phelps, S. P. (2026). The Impact of Special Education Inclusion on the Academic and Social Development of Students With Disabilities [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/1288
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