IMPACT OF INCLUSIVE EDUCATION ON THE ACADEMIC PERFORMANCE OF STUDENTS WITH LEARNING DISABILITIES

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IMPACT OF INCLUSIVE EDUCATION ON THE ACADEMIC PERFORMANCE OF STUDENTS WITH LEARNING DISABILITIES

Abstract:

Inclusive education has emerged as a transformative approach aimed at fostering educational environments that accommodate diverse learning needs. This study explores the impact of inclusive education on the academic performance of students with learning disabilities, seeking to provide a comprehensive understanding of the efficacy of inclusive practices.

Utilizing a mixed-methods research design, this study integrates quantitative assessments of academic performance with qualitative insights from students, educators, and parents. Academic metrics such as standardized test scores, classroom assessments, and progress evaluations form the quantitative aspect, while interviews and surveys contribute qualitative data on the experiences and perceptions of key stakeholders.

The research examines the nuanced interplay between inclusive education and the academic outcomes of students with learning disabilities. It investigates the effectiveness of individualized support mechanisms, collaborative teaching strategies, and adaptive technologies in enhancing the learning experiences and achievements of these students. Additionally, the study considers the socio-emotional aspects of inclusive education, exploring its influence on self-esteem, social integration, and overall well-being.

By synthesizing quantitative and qualitative findings, this research aims to offer evidence-based insights into the impact of inclusive education on the academic performance of students with learning disabilities. The outcomes seek to inform educational policies, teacher training programs, and curriculum development with the goal of creating more inclusive and supportive learning environments for all students, regardless of their diverse learning needs. Ultimately, the study contributes to the ongoing dialogue on inclusive education, advocating for practices that empower and maximize the potential of every learner within the educational landscape

Keywords:

Inclusive Education, Academic Performance, Learning Disabilities, Mainstream Classrooms

Introduction:

Inclusive education, characterized by the integration of students with diverse learning needs into mainstream classrooms, represents a paradigm shift in contemporary educational systems. This approach challenges traditional notions of segregating students with learning disabilities and underscores the importance of providing an equitable and inclusive learning environment for all.

Inclusive education has received much attention globally and is viewed as a major challenge for educational systems across the world (Florian & Linklater, 2010; Srivastava, de Boer & Pijl, 2015; Baldiris-Navarro, Zervas, Fabregat-Gesa & Sampson, 2016). The current research aims to review relevant literature that explores inclusive education with special focus on learners with disabilities whilst identifying trends in literature. It has been noted in past literature (Ainscow, 2005) that inclusion is a major challenge that educational systems the world over experience. Ainscow (2005)goes on further to state that the main problem to successful inclusive strategies in education require a change in the existing way of thinking which has been detrimental to progress in inclusiveness in schools. The present study makes an extension to Ainscow (2005) by proposing a framework that would help in altering existing perceptions towards inclusive education and provide a new way of viewing inclusive education in schools.

As the global educational landscape strives for greater inclusivity, understanding the impact of inclusive education on the academic performance of students with learning disabilities becomes imperative.

Statement of the problem

Despite the growing emphasis on inclusive education, there remains a gap in the literature regarding its specific impact on the academic performance of students with learning disabilities. While inclusive practices aim to create a supportive and accessible educational setting, the nuanced outcomes of these strategies need to be systematically explored. This study seeks to address this gap by investigating the multifaceted impact of inclusive education on the academic achievements of students with learning disabilities.

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