1.6: How Inclusion Has Changed Since the Year 2000

One of the biggest shifts in “Inclusion” since the year 2000, has been the change toward having students with disabilities spend more time in general education (inclusive) classrooms. In 2004–05, about 50–52% of students with disabilities spent 80% or more of their school day in general education. (The Condition of Education, 2007, Indicator 31, p. 68 http://nces.ed.gov/programs/coe) Laws and policy have been refined to support inclusion more strongly. For example, reauthorizations of the IDEA (Individuals with Disabilities Education Act, 2004) put more emphasis on accountability, standards, and students’ access to the general curriculum. Over time, the idea of what counts as “least restrictive” has expanded. It’s not just about physical placement (whether a student is in a regular classroom or not), but about access to curriculum, social participation, support, and services in that classroom. The inclusion of students with more severe disabilities has also expanded. (Villa & Thousand, Making Inclusive Education Work, ASCD, vol 61 No. 2, October 1, 2003) The overall number of students identified with disabilities has increased, and special education has become more visible as part of mainstream schooling. More support is being brought into regular classrooms rather than pulling students out for separate instruction; these supports include co-teaching models, inclusion specialists, paraprofessionals and in-class accommodations, among others. Use of assistive technology, differentiation in instruction and universal design for learning (UDL) have become more commonly discussed and implemented.

While overall inclusion has grown, there remains large variation by state, district, school, and type/severity of disability. Some students still spend much of their day outside general education. Differences also show up in resources, teacher training, class size, funding, and cultural attitudes toward disability. Some regions or schools are far ahead; others struggle to provide enough support.

Over time, there has been more attention on whether inclusion is meaningful — not just being physically present in general education, but whether students are achieving academically, socially, and emotionally. Schools are more often held accountable for these outcomes than they were in previous decades. As part of inclusive practices, more attention is also being paid to:

• early intervention (identifying issues and providing support prior to a child entering school),
• transitions (into school, between grades, into post-school life),
• behavior supports, and
• students’ mental health.

Reflect and Apply - Inclusion Today

Throughout history children with special needs have been viewed in very different ways, from being hidden or institutionalized to being included and valued members of schools and communities. These changing perspectives reveal much about society’s beliefs, fears, and progress.
How do society’s historical attitudes toward children with disabilities continue to influence the way schools, families, and communities view inclusion today?

• Consider how past practices might still appear in modern education systems.
• What changes in mindset or policy are still needed to ensure full inclusion and respect for all learners?

✏️ Write a short reflection (5–7 sentences) or discuss your ideas with a classmate or small group. Be ready to share one insight about society’s historical attitudes toward children with disabilities and how those attitudes continue to influence the way schools, families, and communities view inclusion today.

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