Beyond the Façade of Inclusion: Rethinking Special and Inclusive Education Models

Globally, the push for the inclusion of students with disabilities (SWDs) in mainstream classrooms has been increasingly promoted. This is justified by it being an educational, social, and human right. While, from afar, inclusion looks beneficial, practitioners question its implementation, effectiveness, and appropriateness for all learners. This qualitative study explores how special education teachers, administrators, and paraprofessionals perceive special and inclusive education in practice. Using open-ended interviews with 12 stakeholders in a Southeastern United States public middle school, the study explores participants’ perspectives on full inclusion, the challenges that hinder its success, and the alternatives they believe would better support SWDs. Findings reveal participants’ support for inclusion in principle but strong reservations regarding the one-size-fits-all approach that disregards individual student needs. Participants emphasized the importance of flexibility, individualized instruction, accurate diagnosis, teacher training, and the continued existence of self-contained classrooms. Drawing on Hornby's (2015) concept of "inclusive special education," the paper calls for a balanced framework that integrates the complementary strengths of both educational models.

inclusive education, special education, disability, self-contained classrooms, individualized instruction

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