Report Finds Integrated Students Perform Better
By Dave Reynolds, Inclusion Daily Express
November 15, 2002
NEW YORK, NEW YORK--A new report, released by a coalition of New York City advocacy groups, says that children with disabilities who are included in regular classes are three times more likely to pass standardized tests than those who are separated into special education classrooms -- as long as they continue to receive the supports they need.
The 25-page report, entitled "Learning Together: Lessons in Inclusive Education in New York City", highlights five schools in Brooklyn, Queens, and Manhattan that use inclusive practices to provide a "first-rate education" to students with and without disabilities. In these schools, special education teachers work side-by-side with general education teachers, giving the students the support they need in the regular classrooms.
"Integration is not only possible, but also desirable for children with many different types of disabilities," the report concludes.
The study warns, however, that few schools provide the supports that students need in the general classrooms, and that far too many children are "languishing in segregated settings when they could benefit from more contact with general education students."