Non-Disabled Students

There are certain analysts that actually believe in the phenomenon that if inclusion of special education students is morally right then researchers argue on the scenario that this approach can be considered as a best approach for regular education students and this was discussed by Hines and Johnson (1996). Similarly, researchers Staub and Peck (1995) argued that inclusion of students in the primary school setting creates a phenomenon of accepting community of learners and forming a society which disregards discrimination. In the similar manner it can be also be said that these two researchers have stressed a lot on the outcomes that are related with the inclusion for non-disabled students. These outcomes of inclusion are stated below: Dissertation Layout

1. It can increase the awareness by reducing the fear of human differences.

2. It would result in quantum growth in social cognition.

3. There would be ample improvements in the scenario of self-concept.

4. There would be development of personal principles.

5. Ultimately, the final outcome would be the generation of warm and caring friendships.

It should be kept in mind that a common concern for parents of non-disables students would be that will their children loose an ample amount of teacher’s attention and time. Furthermore, they might also think that it might affect their performance in both the short and the long run. There is another study Hollowood, Salisbury and Palomboro (1994) that if children with disabilities are included in the class room specially comprising of primary students than it had no effects on the allocated and the engaged time for non-disabled students. Thy all stressed on the scenario that time spent in a class room have no significant difference in inclusive and non-inclusive classrooms. Dissertation Layout

Implications For Teachers

In the scenario of inclusive environments especially class rooms the roles of regular education teachers and special education teachers are re-defined. The implications for both the teachers are quite different with each other and it can be said that the regular education teacher is primarily responsible for providing services to students who are disabled and special education teacher would assist him/her (Walther-Thomas 1997). It can be said that many teachers that are labelled as regular classroom teacher’s support and believe that philosophically inclusion is the best approach and it can be considered as it is the traditional “pull-out” model for delivering special education. However, there are many regular teachers that believe that they are not adequately prepared for delivering special educational challenges within the regular classroom environment (Hines and Johnston 1996).

Thus, in a nutshell it can be said that inclusion is a beneficial technique because it does not affect other students that are non-disabled. Although teachers incorporate certain difficulties but they can cope with them in the long run and primary school students and schools should incorporate the scenario of inclusion. Dissertation Layout