Benefits and Implications of Inclusive Education for Stakeholders

Benefits for Luca

For Luca, inclusion in the mainstream classroom offers substantial advantages in social, academic, and emotional domains. It facilitates opportunities for peer interactions and positive role modeling, which enhance social communication skills and reduce isolation (Humphrey & Symes, 2013).

Evidence indicates that inclusive settings promote the development of essential life skills, such as:

Self-advocacy, emotional regulation

Through structured routines, visual supports, and assistive technologies tailored to sensory sensitivities (Carrington et al., 2020).

Furthermore, inclusion supports holistic development by fulfilling intrinsic needs for autonomy, competence, and relatedness, leading to:

Improved mental health, well-being, and motivation (Deci & Ryan, 2000)

In an Australian context, students with ASD in inclusive environments experience better educational outcomes and reduced vulnerability to bullying, provided that individualized education plans (IEPs) address social and academic needs effectively (Commonwealth of Australia, 2005; Saggers et al., 2016). For Luca specifically, remaining with his twin Georgio would foster family cohesion and sibling support, mitigating feelings of exclusion and enhancing his sense of belonging (Lilley, 2013).

Implications for Parents

Parents benefit from reduced advocacy burdens, as inclusive education encourages collaborative partnerships with schools through student support groups and shared decision-making (Commonwealth of Australia, 2005). This leads to more equitable access to education without the need for constant negotiation over segregated placements, promoting family involvement in strategy implementation (Anderson & Boyle, 2019). However, implications include the potential for initial concerns regarding adequate support, requiring schools to provide clear communication and resources to address worries about their child's safety and progress (Lilley, 2013). Positive outcomes, such as improved long-term independence for their child, outweigh these challenges when inclusion is implemented effectively (United Nations, 2006).

Implications for Teachers

Teachers experience professional growth through training in evidence-based practices, such as behavior management and universal design for learning (Sharma et al., 2018). This fosters collaboration with specialists and builds a supportive classroom environment. The addition of learning support officers (LSOs) in the classroom can lighten the initial workload increases due to planning reasonable adjustments and managing behavioral challenges associated with ASD (Commonwealth of Australia, 2005; Webster & de Boer, 2021).

Implications for Other Students

Other students at the school gain from exposure to diversity, which promotes empathy, social competence, and acceptance of differences through peer modeling and mixed social skills activities (Saggers et al., 2016). This reduces stigma and bullying, creating a more cohesive learning community (Humphrey & Symes, 2013). Implications include the need for school-wide education on interacting with peers who have ASD, which may initially require guidance but ultimately enhances mutual understanding and societal attitudes toward disability (United Nations, 2006).

Summary

While inclusive education presents implementation challenges, the benefits—particularly for Luca in terms of social integration and personal development—support equitable outcomes for all stakeholders when underpinned by adequate resources and training.

References

Anderson, J., & Boyle, C. (2019). Looking in the mirror: Reflecting on 25 years of inclusive education in Australia. International Journal of Inclusive Education, 23(7-8), 796–810. https://doi.org/10.1080/13603116.2019.1622802

Carrington, S., Saggers, B., Webster, A., Harper-Hill, K., & Nickerson, J. (2020). What universal design for learning principles, guidelines, and checkpoints are evident in educators’ descriptions of their practice when supporting students on the autism spectrum? International Journal of Educational Research, 102, 101598. https://doi.org/10.1016/j.ijer.2020.101598

Commonwealth of Australia. (2005). Disability Standards for Education 2005. https://www.legislation.gov.au/Details/F2005L00767

Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01

Humphrey, N., & Symes, W. (2013). Inclusive education for pupils with autistic spectrum disorders in secondary mainstream schools: Teacher attitudes, experience and knowledge. International Journal of Inclusive Education, 17(1), 32–46. https://doi.org/10.1080/13603116.2011.580462

Lilley, R. (2013). The Mo(ve)ment to inclusive education in Australia: Mothers of children with disabilities speak out. Disability & Society, 28(6), 811–824. https://doi.org/10.1080/09687599.2012.763191

Saggers, B., Klug, D., Harper-Hill, K., Ashburner, J., Costley, D., Clark, T., Bruck, S., Trembath, D., Webster, A. A., & Carrington, S. (2016). Australian autism educational needs analysis: What are the needs of schools, parents and students on the autism spectrum? Cooperative Research Centre for Living with Autism. https://www.autismcrc.com.au/knowledge-centre/resource/australian-autism-educational-needs-analysis

Sharma, U., Loreman, T., & Forlin, C. (2018). Measuring teacher efficacy to implement inclusive practices: An international validation of the Teacher Efficacy for Inclusive Practices (TEIP) scale. Journal of Research in Special Educational Needs, 18(3), 167–177. https://doi.org/10.1111/1471-3802.12401

United Nations. (2006). Convention on the Rights of Persons with Disabilities. https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities.html

Webster, A. A., & de Boer, A. (2021). Preparing teachers for inclusive education: A comparative analysis of teacher education in Australia and the Netherlands. International Journal of Inclusive Education, 25(12), 1410–1426. https://doi.org/10.1080/13603116.2019.1611239