To facilitate an inclusive classroom it is important to provide school personnel with training opportunities to increase their abilities to educate student with diverse abilities in their classrooms. All students with and without disabilities will gain valuable skills and experiences together when regular education curriculum changes to include community learning and cooperative skills. Since the inclusion policy has been implemented in West Felician Parish, Louisiana, the identification of special education students and elementary-level discipline referrals have decreased, standardized test scores have increased and many students from private school settings have enrolled in the public schools. The results showed that the non-inclusion regular education students did not exceed the academic growth of their counterparts who participated in inclusion programs on either reading or mathematics. Under the circumstances described for inclusion classrooms, regular education students academic achievement was not negatively affected.
Finances are often a consideration when discussing inclusive education.
Roahrig reports on a fiscal analysis of a special education inclusion program and compares costs for instruction, administration, transportation and staff development. Findings were that the costs were slightly less in the inclusion model. In conclusion, including all students in regular education classes in neighborhood schools allows students and teachers opportunities to meet, interact with, and develop relationships with students of varying abilities and disabilities. Students and teachers get to know one another as individuals, not simply on the basis of labels or disabilities. Educating all students together insures that everyone will be better prepared to face the challenges of a diverse and changing society.