Annotated Bibliography

Antoinette, M. (2002). Examining How the Inclusion of Disabled Students Into the General
Classroom May Affect Non-Disabled Classmates. Fordham Urban Law Journal, 30(6).
This article presents the opposing side of inclusion for students with disabilities. It
outlines the potential consequences that inclusion may have on students in a general
education classroom. This research will be helpful in understanding the argument
proposed against inclusion, while also offering a suggestion for a solution to teachers
concerns about maintaining the classroom.
Bierwert, C. (2002). Making Accommodations for Students with Disabilities: A Guide for
Faculty and Graduate Student Instructors. CRLT Occasional Paper, (17).
The authors of this research highlight the two main barriers in successful inclusion. The
push for universities to better prepare their students for teaching students with disabilities
is introduced as well as a series of new teaching techniques for teachers. Research in this
area will become a helpful resources for both school psychologists and teachers to
understand how to alter teaching methods to reach all students.
Casale-Giannola, D. (2012). Comparing inclusion in the secondary vocational and academic
classrooms: Strengths, needs, and recommendations. American Secondary Education, 40,
26-42.
The number of students seeking inclusion into classrooms is becoming more difficult for
secondary schools to cope with. Researchers used a number of methods to determine the
strengths and weaknesses of inclusive academic classrooms. Based on the findings
researchers developed techniques to enhance teachers and students experience in the
classroom where students with disabilities are learning alongside students without

disabilities. This article will work as a strong resource for ways to help teachers and
students enhance learning.
Ford, J. (2013). Educating Students with Learning Disabilities in Inclusive Classrooms,
Electronic Journal for Inclusive Education, 3 (1).
The concept of placing students in a classroom is difficult and many factors are important
in making a decision. This article focuses on the resources educators must consider
before making these decisions, and what is best for the student. Placing a student is vital
to their education and should be done just because the law mandates it. This will be
helpful in explaining why students would gain a better education in certain settings.
Gilhool, T. K. (1989). The right to an effective education: From Brown to P.L. 94-142 and
beyond. In D. Lipsky & A. Gartner (Eds.), Beyond separate education: Quality education
for all (pp. 243-253). Baltimore: Paul H. Brookes.
This article strives the importance for students with disabilities being treated equally and
fairly in the school setting. Not only do the authors suggest that students have the right to
inclusive education, but for other basic rights a school must provide as well. Research in
this area will attest to beliefs about why inclusion is important for students academically
and socially if the teachers are educated properly.
Hocutt, A. (n.d.). Effectiveness of Special Education: Is Placement the Critical Factor? The
Future of Children, 77-77.
This article discusses the positive impact that inclusion has on students both
academically, and socially. It is explained that the program model that is used in the
classroom may impact the child, and can be implemented in general education

classrooms, or special education classrooms. Research on the models best used for
inclusion will support my push for inclusion.
Klein, G. (2009). Student Disability and Experiential Education. The Journal of Effective
Teaching, 9(3).
The universal design for teaching is not always effective when teaching students with
disabilities. How a students disability affects their learning and why it is important that
teachers become aware of students disabilities are discussed. This article proposes new
methods for teaching, and taxonomy of disabilities in order to illustrate why students may
not do well using the universal design.
McLeskey, J. & Waldron, N. L. (2011). Educational programs for elementary students with
learning disabilities: Can they be both effective and inclusive? Learning Disabilities
Research & Practice, 26, 48-57.
This article highlights the most effective way to education elementary students in an
inclusive classroom. The research provides background on the nature of instruction that
has been most helpful in improving educational outcomes. Information on what methods
have proven to help students academically will support my argument of providing
inclusive education for all students.
Stephenson, J., O'neill, S., & Carter, M. (2012). Teaching Students with Disabilities: A Webbased Examination of Preparation of Preservice Primary School Teachers. AJTE
Australian Journal of Teacher Education.
Researchers evaluated the effectiveness of universities education programs in regards to
their attempt of teaching about disabilities and inclusion. Special education was not a
focus of this schools education requirements and preparation. This article supports the

claim that colleges and universities are still doing little to enhance teachers education on
disabilities.
Wolfe, P., & Hall, T. (2003). Making Inclusion a Reality for Students With Severe Disabilities.
Teaching Exceptional Children, 35(4).
This article outlines the many arguments with supporting evidence on why inclusion is
important to a students education. The researchers make suggestions regarding when and
how to include students, and the most effective ways of doing so. The literature will
support reasoning behind why inclusion is important, as well as educating college
students perusing educational degrees in the field of disabilities.

Inclusion in the classroom is controversial because of the effects the decision has on the
teachers, other students, and the student themselves. Researchers have found that students who
spend at least part of their day in an inclusive classroom are more likely to have improved social
emotional skills, and academic enhancement (McLeskey & Waldron 2011). Many of these
articles discuss the possibilities and strategies for making this an option for students with
disabilities. Wolfe and Hall (2003) explain that if teachers collaborate to employ the option of
inclusion through carefully planned instruction, they can include students with severe disabilities
in a general education setting. Students do not have to be secluded from their peers in order to
receive a fair and appropriate education.
Other research however argues that students who are not diagnosed with a disability
could suffer when being educated in a classroom with students who are diagnosed with a
disability. Research goes on to explain that students could become a distraction, become bad role
models, and complicate the teachers ability to teach students at low learning capabilities and
regular capabilities at the same time (Antoinette, 2002). This has been argued, and found that
there are actually more benefits to students being educated in the same classroom for both
students with and without a disability. These benefits include the social acceptance of all
students, positive role models, and students not feeling isolated or different than their peers
(Gilhool, 1989).
Beyond the benefits and drawbacks of inclusion for students with disabilities, this
research strives to educate teachers and school psychologists in best practices for making
inclusion educational for all. Stephenson, O'neill, and Carter (2012) found that the majority of
institution studied offered at least one course in special education. However, professional
development does not necessarily include further training in special education. It is not a

requirement for teachers to consistently keep up with the best practices for education students
with disabilities and this is the cause of teachers uncomfortable nature in educating children
with disabilities. Hocutt (n.d) explains major factors in successfully educating students with
disabilities in general education classrooms, and this includes comparing instruction in general
ed and special ed, teacher monitoring of student progress, and student-teacher interaction. The
benefits out weigh the negatives in including students with disabilities in general education
classrooms, however there is still pushback from teachers and administration due to lack of
knowledge and preparation in educating all students effectively.