05/04/2025
I read this article from The Hechinger Report claiming that the research on inclusion in special education is “flawed.” But honestly? That critique is flawed too — and it reflects the same tired misunderstanding of what inclusion really means and why it matters.
First of all, the article leans hard on standardized test scores to question whether inclusion is working. But when did we decide that test scores were the be-all and end-all of education? Standardized tests are known to be biased, narrow, and incapable of capturing the full picture — especially for students with disabilities. Inclusion isn’t about who fills in the right bubbles on a Scantron sheet. It’s about giving all kids the tools to thrive in life.
If we want to know if inclusion works, show me the real data — 10, 20, even 50 years down the line. How are these students doing in college? In their careers? Are they living independently, earning a living, contributing to their communities? Are they happy? That’s what education is supposed to prepare us for — not just passing a math test in 3rd grade.
Second, let’s talk about implementation. Inclusion can’t be judged fairly when it’s barely being done right. How many schools are doing inclusion without giving teachers the training and support they need? Too many. The truth is, most schools are trying to do inclusion on the cheap — without co-teachers, without proper planning, and with general education teachers who’ve never had meaningful training in special ed. Show me a study where every teacher is certified in special education or trained in inclusive practices. Then let’s talk about outcomes.
Until we build systems where every teacher is prepared to meet every student’s needs, inclusion will never get a fair shot. That’s not a failure of inclusion — that’s a failure of the system.
And one more thing: inclusion doesn’t just benefit students with disabilities. It helps all kids. It teaches empathy. It teaches collaboration. It helps students grow up with a better understanding of the real world — which is diverse, complex, and full of people with different abilities, perspectives, and needs. Why aren’t we measuring that?
Bottom line: The inclusion research isn’t the problem. Our expectations, our definitions of success, and our unwillingness to make real change — that’s the problem.
Analysis of 50 years of research argues that there isn’t strong evidence for the academic advantages of placing children with disabilities in general education classrooms