Additionally, other students must be educated about disabilities and how to include others that are different. (Dybvik 2004) Purpose and Research Questions

The purpose of the proposed research study is to determine the effectiveness of the inclusive classroom and the best methods for increasing the positive outcome of inclusive classrooms. The questions to be answered include:

1. How do educators, parents, and others involved in the education currently view inclusion?

2. How do the views of educators affect the implementation of programs such as inclusion?

3. Are disabled students benefiting from inclusive classrooms compared to non-inclusive classes?

4. Are normal students benefiting from inclusive classrooms?

5. What educational models will be most beneficial to students in an inclusive classroom?

Hypothesis

The most destructive expectation of teachers that is harming the inclusion movement is that "Classroom teachers are expected to continue to use the existing curriculum." (King 2003) It is the hypothesis of this researcher that while traditional educational models currently used in most classrooms are restrictive and not conducive to an inclusive class, a model can be developed based on constructivist teaching methods that will allow all students to benefit strongly from the inclusive environment.

Method

This research will be a mixed model study, utilizing both qualitative and quantitative data.

Additionally, surveys will be given to teachers, administrators, parents, aids, and even students to get a personal reaction to the inclusive movement. This qualitative data will provide further insight into the state of inclusive education than what the quantitative data can provide alone.
References

Dybvik, C. (2004) Autism and the inclusion mandate: what happens when children with severe disabilities like autism are taught in regular classrooms. Education Next, Winter.

Hehir, T. (2003, March) Beyond inclusion: educators' 'ableist' assumptions about students with disabilities compromise the quality of instruction. School Administrator.

King, I.C. (2003) Examining middle school inclusion classrooms through the lens of Learner-Centered Principles. Theory Into Practice.

Murphy, T.J. (1994, September 12) Handicapping education - full inclusion of disabled children in classrooms. National Review.

Williams, J. (2005, February) Achieving Meaningful Inclusion for People with Profound and Multiple Learning Disabilities. Tizard Learning Disability Review.