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

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

ABSTRACT

This study investigates the impact of inclusive education on the academic performance of students with disabilities in learning environments. In recent years, there has been a growing emphasis on inclusive education as a means of promoting equal opportunities and enhancing educational outcomes for students with disabilities. However, the extent to which inclusive education positively influences academic performance remains a subject of debate and empirical inquiry.

Drawing upon a mixed-methods research approach, this study explores the academic performance of students with disabilities within inclusive education settings compared to traditional segregated settings. Quantitative measures, including standardized test scores, grades, and academic achievement records, are analyzed alongside qualitative insights gathered through surveys, interviews, and classroom observations.

Key factors such as perceptions of inclusive education, support mechanisms, teacher attitudes, and learning experiences are examined to elucidate the complex interplay between inclusive education and academic performance outcomes. The study also considers challenges, barriers, and recommendations for optimizing the impact of inclusive education on students with disabilities.

Objectives: This study aims to investigate the impact of inclusive education on the academic performance of students with disabilities in learning environments. Specifically, the study seeks to assess the academic performance outcomes of students with disabilities in inclusive education settings compared to traditional segregated settings, explore factors influencing academic performance within inclusive education environments, and identify recommendations for optimizing the impact of inclusive education on students’ academic outcomes.

Methods: A mixed-methods research approach was employed, combining quantitative and qualitative data collection methods. Quantitative data included standardized test scores, grades, and academic achievement records obtained from school records or databases. Additionally, structured surveys were administered to students with disabilities, their teachers, and parents/guardians to gather quantitative data on perceptions of inclusive education, classroom experiences, and academic outcomes. Qualitative data collection methods included semi-structured interviews with stakeholders (students, teachers, administrators) and classroom observations to explore qualitative insights into the impact of inclusive education on academic performance.

Results: Quantitative analysis revealed that students with disabilities in inclusive education settings demonstrated comparable or improved academic performance outcomes compared to those in traditional segregated settings. Factors such as positive perceptions of inclusive education, availability of support mechanisms, teacher attitudes, and conducive learning experiences were found to positively influence academic performance within inclusive education environments. Qualitative analysis further elucidated the role of inclusive practices, collaborative teaching strategies, and individualized support in enhancing academic outcomes for students with disabilities. Challenges and barriers identified included insufficient resources, lack of teacher training, and attitudinal barriers. Recommendations for optimizing the impact of inclusive education on academic performance included enhancing teacher competencies, strengthening support structures, and fostering inclusive school cultures.

This study contributes valuable insights into the effectiveness of inclusive education in promoting academic success and educational equity for students with disabilities. The findings underscore the importance of inclusive practices, support mechanisms, and collaborative partnerships in fostering positive academic outcomes within inclusive education environments.

In conclusion findings from this study provide valuable insights into the effectiveness of inclusive education in promoting academic success and educational equity for students with disabilities. The implications of the research contribute to policy development, teacher training programs, and the design of inclusive education interventions aimed at enhancing the academic performance and overall educational experiences of students with disabilities in learning environments.

INTRODUCTION

The focus of children with disabilities in developing countries are not enrolled in school according to Harris et al.(2004). This finding is shared by Ainscow (2005) who states that most of the children from less developing economies never have the oppourtunity to even see the inside of a classroom. Inclusive education, considered as a practice of providing all learners with equal educational opportunities, is a focal problem for many learning and academic systems worldwide. Baldiris-Navarro et al. (2016) explains that in order to address this issue, a broadly used framework known as the Universal Design for Learning (UDL) can be adopted to create specific learning amd academic design guidelines that ensure that disabled learners are given access to all learner types to the learning environment. The conventional perception of persons with disabilities is that they are dependent individuals who evoke sympathy, if not pity, from society and require societal security and support to compensate for their limitations (Hendricks, 2007). Due to this, they were viewed primarily as objects of care rather than as legal subjects entitled to dignity and full enjoyment of human rights (Hendricks, 2007). There are several key areas of the present research paper that will be discussed in the following sections: the gap in research, the problem statement, the research questions, the objectives, and the justification for the study. In addition, this section will discuss what is known about research in the field of inclusive education and what needs to be known in order to develop a research question.

Interactive education has garnered significant recognition worldwide and is considered an emerging issue for educational systems worldwide (de Boer & Pijl,Florian & Linklater, 2010; Srivastava,2015; Fabregat-Gesa, Baldiris-Navarro, Zervas& Sampson, 2016). The goal of the most current research is to detect trends in the literature and evaluate significant literature that investigates inclusive education with a particular emphasis on students with disabilities. Previous research (Ainscow, 2005) has pointed out that one of the main issues facing educational institutions worldwide is inclusiveness. The primary obstacle to effective inclusive teaching tehniques is a shift in the way that people currently think, which has hampered the advancement of inclusivity in classrooms, Ainscow (2005).

Understanding the effect of inclusive education on the academic achievement of children with learning impairments becomes crucial as the global educational environment shifts towards more inclusion.

RATIONALE OF THE STUDY

The literature is still lacking on inclusive education’s precise effects on learning disabled students’ academic achievement, despite the progressive movement’s emphasis on it. Even with the introduction of inclusive education, disabled students still encounter physical, mental, and structural obstacles to receiving a high-quality education. The aim of this study is to dive deeper into the following questions: How much of an impact has inclusive education had on Harare, Zimbabwe’s high schools? The study’s goals are to determine if inclusive teaching approaches assist students with disabilities and to gauge how educators and school administrators see inclusion and disability.

Although the goal of inclusive practices is to establish a welcoming and inclusive learning environment, the complex byproducts of these approaches must be methodically investigated. By examining the complex effects of inclusive education on the academic performance of children with learning difficulties, this study aims to narrow this achievement gap.

RESEARCH QUESTIONS

1. What is the academic performance of students with disabilities in inclusive education settings compared to those in traditional segregated settings?

2. How do students with disabilities perceive their academic experiences within inclusive education environments compared to segregated settings?

3. What are the attitudes and perceptions of teachers towards inclusive education and its impact on the academic performance of students with disabilities?

4. What support mechanisms are available to students with disabilities in inclusive education settings, and how do these support structures influence their academic performance?

5. How do the learning experiences and interactions within inclusive education classrooms affect the academic performance of students with disabilities?

SIGNIFICANCE OF THE STUDY

1. Educational Equity and Access: Inclusive education aims to provide equal opportunities for all students, regardless of their abilities or disabilities. By examining its impact on academic performance, this study contributes to the ongoing efforts to promote educational equity and ensure that students with disabilities have access to quality education on par with their peers.

2. Educational Policy and Practice: Insights gained from this study can inform the development and implementation of inclusive education policies and practices. Policymakers can use evidence-based findings to shape legislation, allocate resources, and design interventions that support the integration of students with disabilities into mainstream classrooms effectively.

3. Improving Teaching Strategies: Educators can benefit from understanding how inclusive education influences academic performance. By identifying effective teaching strategies, accommodations, and support mechanisms, educators can better meet the diverse learning needs of students with disabilities, fostering their academic success and overall well-being.

4. Enhancing Social Integration: Inclusive education not only promotes academic achievement but also fosters social inclusion and acceptance of diversity. Students with disabilities benefit from interacting with their peers in inclusive settings, developing social skills, building friendships, and reducing stigma and discrimination. This study highlights the importance of social integration in achieving positive outcomes for students with disabilities.

5. Parental Involvement and Support: Parents play a crucial role in supporting their children’s education, particularly for students with disabilities. Understanding the impact of inclusive education on academic performance can empower parents to advocate for their children’s educational needs, collaborate with schools, and provide additional support at home to facilitate learning and development.

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