At the heart of every successful classroom lies a principle that benefits not just students with disabilities but enriches the learning environment for everyone: the concept of the Least Restrictive Environment. Inclusion provides benefits to all students. Students with and without disabilities have gained many valuable experiences and traits due to inclusive classrooms and programs. Federal law states, “30 years of research has shown that special education is most effective when provided in the general education curriculum” (20 U.S.C. § 1400 - U.S. code title 20. education § 1400). All students with special needs are entitled to be included as well as placed in the Least Restrictive Environment (LRE). The LRE principle holds that schools should educate students with disabilities in the most inclusive setting possible, which is one that is closest to a general education setting. The goal of LRE is to ensure that students with disabilities have access to the same educational opportunities as their non-disabled peers and are not unnecessarily separated from the general education setting. Both student choice and LRE are key components of IDEA, which is the federal law governing the education of students with disabilities in the United States. Student choice refers to the idea that students should have the opportunity to participate in and make decisions about their own education and programming, to the greatest extent possible. This choice includes allowing students with disabilities to choose what courses they take, what activities they participate in, and what services they receive. 

By promoting student choice and the LRE principle, educators and policymakers aim to create an inclusive and equitable education system that provides all students with the support and opportunities they need to succeed.  Schools should work to ensure that students with disabilities have access to a wide range of educational and recreational programs and allow students to participate in activities and make decisions about their education that align with their interests, goals, and abilities. Schools should also strive to provide appropriate support and accommodations to students with disabilities, while promoting their full inclusion in the general education setting. 

Post-secondary outcomes for students with special needs are directly correlated to their class placement and time spent with their general education peers. Studies have shown that higher levels of education and increased opportunities for post-secondary education can lead to greater inclusion and improved outcomes for individuals with disabilities. According to the New Jersey Department of Education, students with special needs who spent at least 80% of their school day being included in general education classrooms were twice as likely to be employed after high school graduation when compared to students with special needs that attended private special education schools (New Jersey Department of Education-Office of Special Education Programs, 2009). 

Post-secondary education can provide individuals with disabilities with the skills, knowledge, and experience needed to participate fully in their communities and the workforce. This experience can lead to increased self-esteem, confidence, and independence, as well as improved employment opportunities and earning potential. Additionally, post-secondary education can provide opportunities for social and emotional growth, as individuals with disabilities engage with their peers and instructors, participate in extracurricular activities, and form supportive relationships. 

The most common attribute in an inclusive classroom is positive social and personal interactions between all students (Briere & Siegle 2018). General education students can gain awareness of individuals with disabilities and develop stronger leadership skills. In one study by Briere and Siegle (2018), students with disabilities felt better socially interacting with their peers and overall, more positive when involved in the inclusive classroom. The largest longitudinal student-on-student outcomes of 11,000 students with disabilities demonstrated that a more inclusive environment with general education students led to higher scores on standardized tests, fewer absences, fewer behavioral referrals, and better post-high school employment. It should also be noted that the correlation remained positive regardless of the student’s disability label, the severity of their disability, gender, and the student’s family’s socio-economic status (Wagner et al., 2006). 

The compelling evidence presented underscores the profound impact of inclusive education on all students, regardless of their abilities. The legal framework, encompassing the Individuals with Disabilities Education Act (IDEA) and the Least Restrictive Environment (LRE) principle, serves as a foundation for fostering inclusive classrooms. By emphasizing student choice and striving to implement LRE, educators and policymakers aim to create an equitable education system that empowers every student. Furthermore, the correlation between post-secondary outcomes and inclusive education highlights the pivotal role of class placement and peer interactions in shaping the future of individuals with disabilities. Beyond academic achievements, the inclusive environment cultivates positive social interactions, personal growth, and a sense of belonging. As we continue to champion inclusive practices, we not only enhance educational experiences but also contribute to a society where diversity is celebrated, and every individual can thrive.

Tips for Parents:

Understand Your Child's Rights:

1. Familiarize yourself with the Individuals with Disabilities Education Act (IDEA) and the LRE principle. Knowing your child's rights ensures you can actively participate in decision-making processes related to their education.
2. Promote Student Choice: Encourage your child to actively participate in decisions about their education. This includes choosing courses, activities, and services. Empowering your child to make choices fosters a sense of independence and ownership of their learning journey.
3. Advocate for Inclusive Programs: Work collaboratively with educators and school administrators to ensure that your child has access to inclusive classrooms and a diverse range of educational and recreational programs. Inclusive environments contribute to positive social interactions and personal growth.
4. Stay Informed About Class Placement: Stay informed about your child's class placement and the amount of time they spend in general education settings. Research suggests that increased inclusion positively correlates with better post-secondary outcomes.
5. Encourage Post-Secondary Education: Recognize the importance of post-secondary education for individuals with disabilities. Support your child in exploring opportunities for higher education, as it can provide essential skills, knowledge, and experiences for future success.
6. Foster Independence and Self-Esteem: Emphasize the development of your child's independence, self-esteem, and confidence. Post-secondary education can contribute significantly to these aspects, providing a foundation for active participation in communities and the workforce.
7. Engage in Extracurricular Activities: Encourage your child to participate in extracurricular activities. These experiences not only enhance social and emotional growth but also contribute to the formation of supportive relationships with peers and instructors.
8. Celebrate Diversity: Instill in your child an appreciation for diversity. Inclusive classrooms offer the opportunity for general education students to gain awareness of individuals with disabilities, fostering a positive and supportive community.
9. Collaborate with Educators and Policymakers: Actively collaborate with educators and policymakers to ensure that inclusive and equitable practices are upheld. Your involvement can contribute to the creation of a supportive educational system for all students.
10. Advocate for Support and Accommodations: Advocate for appropriate support and accommodations for your child. Ensuring that your child receives the necessary resources promotes their full inclusion in the general education setting.