Evaluating the Effectiveness of Inclusion Models for Students with Learning Disabilities

Abstract

This paper presents a discussion on the performance of inclusion models in improving the academic and social performance of learners with learning disabilities in general school curriculums. The study was conducted to establish the perceptions of the teachers, institutional support and the overall effectiveness of inclusive practices in both the public and the private schools. The data were gathered with the help of a quantitative descriptive design and the questionnaire structured to gather information about 200 educators and administrators. Descriptive statistics as well as t-tests and ANOVA were used to test the relationship between teacher preparedness, institutional support and inclusion outcomes. The results showed overall positive views on inclusion, high student integration and social inclusion ratings. Nevertheless, the lack of training opportunities, big classes and inadequate resources within the institution were cited as the primary causes of failure. Formally trained teachers who had more experience showed more positive perceptions in inclusive education. The research arrives at the conclusion that sustained professional growth, institutional facilitation, and fair distribution of resources are the essential factors to the realization of effective and sustainable practice of inclusive education.