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Claire Lundberg

9 January 2019

Special Education: Inclusion Versus Self-Contained

If you were to peer into an average public school classroom today, what would you see?

What is considered average? I would argue that in today’s society, we should be well beyond the

social injustices of the past, especially in the area of education; however, there is still

controversy surrounding different approaches to facilitating students of different abilities. While

most schools are headed towards full inclusion of special education (SPED) students, there are

still many concerns facing its effectiveness. In order to gain a better understanding of what

special education looks like today, it is important to compare inclusive education and

self-contained education through its effects on social and academic development.

Throughout history, methodologies behind education have evolved, resulting in a more

diverse school system. In 1975, congress passed the Individuals with Disabilities Education Act

(IDEA) which guaranteed SPED students a free and appropriate public education in the least

restrictive environment (​National Council on Disability).​ An idea of what the least restrictive

environment is for a particular student, has been interpreted many different ways; this is why

there is still such a discrepancy in the field. Before the IDEA, most children with disabilities

were denied school or were taught in separate buildings. When these students were first brought

into mainstream schools they still were often separated into self-contained classrooms. These are

classrooms within a mainstream, public school where all students with severe special needs,

regardless of grade or ability, are placed. Self-contained classrooms have the goal of providing

personalized academic plans and one on one intervention. While these types of environments
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have good intentions, they often limit the students in the long run (“5 Differences”).

Self-contained classrooms can have success stories however there are other options parents can

consider when placing their child in school.

Inclusion classrooms have started to become more prevalent in recent years. Inclusion

classrooms are classrooms in which students of all needs, abilities, and circumstances are

together. They are all learning the general curriculum under one teacher. There are however,

many other people available to help make the class run smoothly such as special education

teachers, assistants, and specialists. Experts say that inclusive settings are most reflective of the

idea of a least restrictive environment and that students in these programs receive support,

interventions, and instruction needed to be successful with the general curriculum and social

interaction (“Inclusive Education”). While self-contained and inclusion classes now share a place

under the mainstream schools roof, there are still many aspects that set the two programs apart.

In regards to social interactions, it is easy to see the vast differences between inclusive

and self-contained education. An inclusion classroom has more opportunities for social

interaction among students. For example, “participation benefits include increased student

engagement, improved communication, improved expressive language and literacy skills, more

satisfying and diverse friendships, higher levels of social engagement with peers without

disabilities, less disruptive behavior, and more social competence” (​National Council on

Disability). ​With these notable achievements, more mindful steps are being taken towards

making this success a goal for all SPED students. Nicole Eredics, writer of a special education

blog, highly commends inclusive classrooms and their social benefits. When students of all

abilities are together there is a significant increase in the understanding of diversity. SPED
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students are given more outlets to communicate and learn proper social norms from their peers.

All students learn how to work with people that are different than themselves and be respectful

(“5 Differences”). Eredics also goes on to discuss how inclusive education promotes community

interaction. Not only are students developing socially, most school personnel now have a greater

responsibility to collaborate. General education teachers work with special education teachers,

speech and physical therapists, and specialists to ensure the highest functioning and effective

classroom. Parents of SPED students are also more likely to be involved with the school as well

(“5 Differences”). It's a sad truth that self-contained SPED students are left in the shadows and

excluded from events, but with inclusive education, those parents are more likely to be coming to

school plays and PTA meetings. With inclusive classes, all involved people are more intertwined

and engaged. While this has shown to be very beneficial for the students, some people would

argue that it is not always successful.

There is still a hesitation towards inclusion do to the fact that self-contained students are

in a safe and comfortable environment. Without the tight limitations and control over SPED

student’s social interactions, provided in self-contained settings, they are likely to be bullied and

discouraged. It is clear that “special education programs and inclusion efforts have opened doors

for thousands of children with special needs. Yet, those very doors may have also made them

vulnerable to bullying” (AbilityPath.org). According to many different researchers, students with

special needs are less likely to speak up for themselves when bullied, which makes them easier

targets. This can be attributed to a lack of ability to read social cues and warnings, or a

preconceived, low self esteem. Parents with disabled children already have a lot on their plate

and the concern for bullying is thought to be heightened in a mixed, inclusion classroom
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(AbilityPath.org). While these are valid concerns, experience has shown a very different reaction

by the fully abled students in inclusion classrooms. Teachers will oftentimes explain the different

needs and circumstances of the SPED kids to the mainstream students in hopes of sparking

empathy. When a teacher approaches this in a positive way and sets up a buddy system, the

students will want to fill their role as protector and friend. In the long run this practice helps both

students gain an understanding and mutual respect for one another. With this inclusive peer

support, the SPED students always have someone in their corner which prevents additional

bullying. They are also now developing the social skills used to stand up for themselves and

communicate effectively (“Bullying and Youth”). Overall, the path may be bumpy for students

with special needs, but with the additional support of an inclusive classroom, they are gaining

confidence, social skills, and new friends.

While it is clear that the social environment of inclusion is more beneficial than that of

self contained classes, the academic benefits are not as black and white. Although both settings

share the goal of helping students be successful, they practice different approaches. Parents of

SPED students therefore, have a lot to consider when deciding what kind of environment will

allow their child to thrive academically.

Experts say that in some cases an inclusion class is more restrictive to the student than

self-contained. The student may be severely affected by the high degree of stimulation found in

inclusive classes. They may lack focus or become discouraged because of the large class size.

Children who are autistic may be triggered by the loud noises and sudden movements that come

in groups settings. Often times there is a communication barrier, such as if a student is blind,

deaf, or non-verbal. Ultimately it is important to recognize if the student will have the resources
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and support they need (Walsh, Nicol.). Some critics will also say that inclusive settings are not

actually inclusive because the teacher is under trained and cannot manage every student’s needs.

With lack of knowledge and resources, SPED students are sometimes left behind in inclusion

classes; whereas, self-contained classes give students one-on-one academic support (Walsh,

Nicol.). Students in self-contained are clearly receiving individual attention from the teacher but

this factor is also required in inclusive settings.

Individual education plans (IEP) also play a role in a SPED student’s academic

development. IEPs are personal to every student and require them to have a team of people

working towards their success. IEP counselors set goals for their students and accommodations

that teachers must follow to be successful. These accommodations make it easier for students to

be successful in inclusive classes (“5 Differences”). A major difference between inclusion and

self-contained is class size; however, promoters of inclusion believe that SPED students should

be exposed to their fully-abled peers as much as they can. It has been shown, through research

and personal accounts, that students who are removed from their fully-abled peers have greater

learning gaps as they get older. This could be attributed to the high level of education and

opportunities being provided in inclusive settings. SPED students will be challenged and pushed

out of their academic comfort zone which will result in significant growth. They are predicted to

succeed because inclusion teachers are able to teach in a way that relays the information over

many different learning styles. ​The types of instructional strategies found in ​inclusive​ classrooms

could include peer tutoring, cooperative learning groups, and differentiated instruction.​ This

helps both the SPED and general education students because they are exposed to different

methods of teaching and work with a diverse range of students (Walsh, Nicol.). In the long run,
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everyone involved in inclusion classes gain a wider skill set and are able to collaborate with

anyone.

In conclusion, many improvements have been made in the education field and children of

all needs are being more represented and supported in mainstream settings. With the help of

passionate leaders, teachers, and administration, a push for inclusion classes have become

prevalent across the country and all those involved are reaping the benefits. While it is very

difficult to decide what the least restrictive environment is, for a particular student, research and

awareness has pointed many in the right direction. With all of these recencent changes, comes

controversy so it is important to know the difference between inclusion and self-contained

classes. In the end however, whether you support one over the other, people’s minds have

become more open to diversity.

Works Cited

AbilityPath.org, Walk A Mile In Their Shoes: Bullying And The Child With Special Needs.

abilitypath.org/wp-content/uploads/2015/11/walk-a-mile-in-their-shoes.pdf. Accessed

23 December 2018.

“Bullying and Youth with Disabilities and Special Health Needs.” ​StopBullying.gov,​

Department of Health and Human Services, www.stopbullying.gov/at-risk

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/groups/special-needs/index.html. Accessed 19 December 2018.

“5 Differences Between Inclusive Classrooms & Self-Contained Classrooms.” ​Friendship

Circle -- Special Needs Blog​, 21 Nov. 2016, www.friendshipcircle.org/blog/2016/

11/21/inclusive-classrooms-vs-self-contained-classrooms/. Accessed 16 December

2018.

“Inclusive Education: Definition, Examples, and Classroom Strategies.” ​Concordia

University-Portland,​ 22 Aug. 2018, education.cu-portland.edu/blog/classroom-

resources/inclusive-education/. Accessed 21 December 2018.

National Council on Disability , ​IDEA Series: The Segregation of Students with

Disabilitiesn​ cd.gov/sites/default/files/NCD_Segregation-SWD_508.pdf​. Accessed 3

January 2019.

Walsh, Nicol. “Inclusion Vs. Self-Contained Opportunities for Students in School.” ​PAVE​,

31 Oct. 2017, wapave.org/inclusion-vs-self-contained-opportunities-students-school/.

Accessed 21 December 2018.