There is a lack of clarity as to what exactly constitutes inclusion. This leads to a disconnect in communication between various parties such as educators and families. Coming up with a definition that everyone is clear about would help promote the implementation of inclusion policies.
In a 1993 study published in the Journal of Special Education, V. Bussye and D. B. Bailey reviewed 22 studies and found that most of them were conducted in university environments. These settings tend to have a low teacher-to-student ratio and a higher representation of disabled children than the typical classroom setting. This calls into question the validity of such research for successfully implementing inclusion policies.
Research relating to inclusion has not considered the cultural aspects to a large extent, according to the Johns Hopkins University School of Education. Successfully putting into effect inclusion practices calls for a knowledge of the cultural context. For instance, considering that inclusion policies call for serving children from various cultural backgrounds, an awareness of cultural issues will help teachers deal with students from a diversity of backgrounds.
Successful implementation of inclusion practices require schools to take into account factors such as the impact of a student’s family on the student’s development. A school that hopes to be successful at inclusion should take into account such interconnections and not merely focus on the classroom setting. Factors that could influence inclusion outcomes include the relationship between teachers and special education teachers, and how involved a disabled child’s family is in getting her to participate in a classroom that provides inclusion.