The Minnesota Governor's Council on Developmental Disabilities
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Providing information, education, and training to build knowledge, develop skills, and change attitudes that will lead to increased independence, productivity, self determination, integration and inclusion (IPSII) for people with developmental disabilities and their families.

The Top Questions Asked About Inclusive Education

Question Ten: What are the research benefits of inclusive education?

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Patrick Schwarz: What are the research benefits of inclusive education? This kind of brings some things I was talking about all together: Higher quality IEPs developed. Greater IEP goals met. Students with and without disabilities scored higher on standardized tests. Students with and without disabilities made better learning progress. Greater social relationships. Behavioral prevention. And students with disabilities were more mature.

And there are a variety of different research studies and researchers, and the exciting thing is not all of researchers that I am finding these studies on different resources and resource networks, books and websites, and things such as that, are special education researchers. We also have general education researchers that are looking at national curriculum reports and practices for all students that are finding also the benefits from inclusive education. So they have embraced all learners in their research, which I am very excited about.

And these are the top ten questions that I hear the most from people about inclusive education. I hope I've provided some helpful and useful information today. And I wish everybody great success and support on your inclusive education journey. Thank you.

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The GCDD is funded under the provisions of P.L. 106-402. The federal law also provides funding to the Minnesota Disability Law Center, the state Protection and Advocacy System, and to the Institute on Community Integration, the state University Center for Excellence. The Minnesota network of programs works to increase the IPSII of people with developmental disabilities and families into community life.

This project was supported, in part by grant number 2401MNSCDD, from the U.S. Administration for Community Living, Department of Health and Human Services, Washington, D.C. 20201. Grantees undertaking projects with government sponsorship are encouraged to express freely their findings and conclusions. Points of view or opinions do not, therefore, necessarily represent official ACL policy.

This website is supported by the Administration for Community Living (ACL), U.S. Department of Health and Human Services (HHS) as part of a financial assistance award totaling $1,152,808.00 funded by ACL/HHS and $222,000.00 funded by non-federal-government source(s). The contents are those of the author(s) and do not necessarily represent the official views of, nor an endorsement, by ACL/HHS, or the U.S. Government.