Running Head: PROFOUND DISABILITIES IN ELEMENTARY SCHOOLS 1

Investigating Inclusion for Students with Profound Disabilities in Elementary Schools

Vivian Roussis, Paige Blackwelder, Spencer Reece, Megan Carroll

An Executive Summary for EDUC 1100

Fall 2018

UNC Charlotte
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Abstract

The purpose of this executive summary is to report on inclusion for students with

profound disabilities in elementary schools. The topic of inclusion is an extremely pertinent one

that must begin to be addressed. Students with disabilities are likely to struggle in a classroom

setting more compared to those without. Through inclusion, these students will still be successful

while not feeling excluded. The question being asked in this research are as follows, “What are

profound disabilities? How can elementary schools include those who have profound

disabilities?” , “What are the teaching strategies used for inclusion of profound disabilities by

general education teachers in elementary schools? (lesson planning, classroom management,

parents, etc.)” and, “What impacts do students with profound disabilities have on the classroom?

Are they positive? Are they negative? Both?”. For this project we used the research method of

literature review. Through this process we discovered six sources which include books, journals,

a personal interview, and articles. We used the Atkins Library as well as the ERIC database to

find these sources.

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Introduction

For the 2018-2019 school year, a 10 year general education teacher, Mrs. Honeycutt, was

told she would be taking on the autistic student in her classroom as the school was making steps

towards being a more inclusive school. Originally, Mrs.Honeycutt was scared, she had always

gone through her normal routine of general education and the problems that it comes with. Now

she would be doing all of that, and adding in a child who she believed would make things harder

than they often were. As she began planning for her new year many things came into mind; how

do I make new lessons? How do I make sure that my general education students are still getting

my attention? How am I going to have time to work with the special education teacher? The

teachers nerves were shot, this change was going to be hard.

There are so many teachers like Mrs.Honeycutt. Every teacher gets nervous, and is

unsure of what the new school year will hold and what challenges they will face. But, when a

new, and huge task like adding an exceptional child into the classroom, the nervous and unsure

feelings are increased. This story, the questions Mrs.Honeycutt was asking herself, is what made

our group interested in this topic. How hard would the inclusive classroom be? What changes

would you see? These questions were raised in all of our minds and we all wanted to know more.

This topic is relevant towards today’s society as there is such a huge push for inclusion

whether it is with profound disabilities, cultural diversity, language diversity, etc. Inclusion of

profound disabilities is on the rise and it is important to be aware of the impacts, strategies and

benefits. Today, there is a goal for everything to be more inclusive. Such as schools,

organizations, jobs, and almost everything we can be apart of. It is becoming a norm.
 PROFOUND DISABILITIES IN ELEMENTARY SCHOOLS 4

Inclusion of profound disabilities is relevant to our future teaching careers as it is rare to

go into a classroom where no child is affected by some type of learning or physical disability.

Classroom inclusion is the future of education. Special education and general education are

slowly becoming combined and we should all be prepared to experience the task of an

exceptional child, even if our major or licensure does not say special education.

Through our literature review we wanted to find the answers to these research questions;

1. What are profound disabilities? How can elementary schools include those who have

profound disabilities?

2. What are the teaching strategies used for inclusion of profound disabilities by general

education teachers in elementary schools? (lesson planning, classroom management,

parents, etc.)

3. What impacts do students with profound disabilities have on the classroom? Are they

positive? Are they negative? Both?

Methods

Our hypothesis to our research questions is that classroom inclusion of students with

profound disabilities in elementary schools can be impactful to general education classrooms as

they challenge the teachers in their teaching methods and classroom management skills. To test

our hypothesis we looked for resources used the ERIC and UNC Charlotte library database. We

searched the database by using the words “inclusion,’ “profound disabilities,” “special

education,” “elementary schools,” and “classroom management.” We found six useful resources.

​ his source provides

Our first source is ​Inclusion 101: How to Teach all Learners. T

information on strategies for teaching students with disabilities. It discusses specific ways for a
 PROFOUND DISABILITIES IN ELEMENTARY SCHOOLS 5

teacher in an inclusive classroom to adapt her teaching to work with both general education

students and students with profound disabilities.

A second source we used is, “​Teaching Strategies: Facilitating Friendship Development

in Inclusive Classrooms​.” This source provides information about how a teacher can play in

major part in developing meaningful relationships between students with profound disabilities

and those without disabilities.

Our third source is “​Exploring Strategies of Teaching and Classroom Practices in

Response to Challenges of Inclusion in a Thai School: a Case Study.”​ This source provides

information on how a teacher faced the challenge of an inclusive classroom and was able to

come out with positive results through a positive attitude.

As a fourth source, we used “​Promoting Inclusive Education: the Role of Teachers

Attitude and Competence.” ​This source provides information on training for the general

education teacher as they prepare for the inclusive classroom setting.

Our fifth source is an interview with a kindergarten teacher, Penny Honeycutt, who had

taken part in an inclusive classroom setting. This source is important as it provides a first hand

account of the challenges, impacts and strategies used in the inclusive classroom.

Our sixth source that our group used was, “​Inclusion and Co-teaching: a Qualitative

Study of General Education Teachers Perceptions of the Inclusion Classroom.” ​ This source

provided us information on academic and social benefits of the inclusion classroom and also how

teachers work together between general education and special education.

Findings

Theme 1: Profound Disability Defined

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A profound disability is defined as “the inability or reduced ability to perform certain task

that a typical person/ student could do” (Elliott, 2014, p.12). Examples of profound disabilities

including autism spectrum disorder, down syndrome, complex learning, physical, and behavioral

disabilities. Some students may have multiple disabilities and needs to meet. Inclusion of

students with these disabilities refers to “students that must be placed in the least restrictive

environment with the appropriate supports in the classroom” (Elliot, 2014, p.12). Another

definition “the relational process which one who cares assumes perspective and can see things

from both sides; the cared for person and the person doing the caring” (Bauer & Shea, 1999).

This definition can be applied to teaching because a teacher in an inclusive classroom must not

only see things from the point of view of the student with the disability to better adapt to their

needs, but also keep the needs of themself and their other students in mind too.

Every elementary school provides services to those with special needs in today’s world.

These needs will vary from profound and serve to high functioning learning disabilities. Each

student with special needs will have an IEP, individualized education plan, that the teacher must

follow. An IEP is defined as “the key legal document developed by a multidisciplinary team,

including parents, school staff, and other personnel that details how the student receives a free

appropriate public education in the least restrictive environment” (Elliot, 2014, p.12). These

plans include the specific layout of what the child should learn in the given year. Every teacher

needs to understand that “a disability is not a disease; it is a condition, visible or invisible” and

that you should treat all your students with the “same dignity and respect like all human beings”
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(Elliot, 2014, p.13). This is a key part to providing a quality education to all students in an

inclusive classroom.

Theme 2: Teaching Strategies

Teachers in an inclusive classroom have many responsibilities. First in foremost, a

teacher must provide an education to all of their assigned students. They must make lesson plans

and make instructional decisions. They must provide instructions to their students and make

accommodations where they need to based on the diversity in their classroom (Bauer & Shea,

1999). These accommodations do not only apply your teaching and instruction, but they will also

add to the many jobs you already complete as a general education teacher. These jobs include

more caregiving, more co-worker communications, and applying fairness (Bauer & Shea, 1999).

In order to handle all of these responsibilities they use many strategies.

Providing care is a key part in becoming a general teacher, but as a teacher with a

student with a profound disability, one will most likely have to provide much more care to the

student. For example your student make have physical limitations that require your help, such as

feeding tubes, diapers, wheelchairs, and walkers/ canes. One make be provided a one-on-one

helper, like Ms. HoneyCutt (2018) who had a student who was paralyzed from the neck down

and had a wheelchair and feeding tube and wore diapers. Although this is a possibility, one still

must know about these specialized needs and how to care for them because their school may not

have the funding to provide one-on-one helpers or have access to adequate equipment, so the

responsibilities may fall on the teacher (Bauer & Shea, 1999). Having a student in a wheelchair

will also cause difficulties in classroom organization. One may have to move furniture around
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and take some furniture out to provide space for the student to adequately move around like

Ms.Honeycutt (2018) did this year for her student.

As a general education teacher, one usually makes instructional decisions by themselves,

but as a teacher in an inclusive classroom one must work with various co workers to adapt their

teaching to the needs of the students with special needs (Elliot, 2014). These coworkers can and

will most likely include special education teachers and assistants, occupational therapists,

physical therapists, speech therapists, and technology assistants (Honeycutt, 2018). They may

drop by at various time, like they did to Ms.Honeycutt (2018). This was very frustrating to

Ms.Honeycutt because they wanted her attention the moment they got in the classroom event she

had twenty-one other students in her classroom, but eventually the one-on-one helper took over

this job. This problem of coworkers dropping by may fall on the teacher, but with a clear

schedule for appropriate drop by times, it can relieve this problem and the stress that comes

along with it. Teaching in general will most likely have to be adapted for the students with

special needs,especially those with learning disabilities. There are many practices to deal with

these adaptations. They main practice is separating the class into groups based on academic

achievement (Bauer & Shea, 1999). In many elementary classrooms, they this practice is already

implemented and used on a daily basis, but your student with special needs may be in a group of

their own academically. One solution to this problem is including the student with special needs

in the same activities as the rest of your students, even though they may have different learning

objectives (Bauer & Shea, 1999,p.55). An example of this is teaching adding and subtracting and

setting up various activities around the room, including cubes. All the students are completing

the activities together, but one may expect to child with special needs to work on their counting
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of the cubes, instead of adding and subtracting with the cubes. Another example is giving the

typical students a two-digit addition worksheet and giving a similar worksheet on one-digit

addiction like a teacher in Thai a student with disabilities on a first grade level while being in a

second grade classroom (Kaur, Noman, Awang-Hashin, 2015). Although the assignments may

have been different, the student with a disability was learning on their academic level/ following

their IEP and they still participated with their classmates, which is what inclusion is all about.

Fairness has many different definitions. Every teacher must consider their own definition,

but to be a successful teacher in an inclusive classroom, the definition should be along the lines

of “providing equal opportunities for a student to succeed, even if it means different treatment”

(Berry, 2012, p.1155). Providing everyone with the same exact treatment is not very helpful

when it comes to inclusion because students are at varying academic levels and each student as

varying needs, especially those with disabilities. Fairness may be providing adapted assignments

and more assistance to students with a disability. Grading may also be affected for students with

special needs. Consider the last example of the teacher and student in Thai. Would it fair to give

every student the two-digit addition worksheet, even though the student with a disability was at a

fair lower level in this lesson?

Theme 3: Impact

Inclusion is beneficial to the students with profound disabilities, both socially and

academically. Socially, the students with the disability will gain new friends, just like a typical

child would in school, but a teacher can help them with making lasting and meaningful

friendships. Every child should not have to feel lonely and feel that they do not belong while at

school and a teacher can help the child a lot. Gaining true friends, for any child, helps in their
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“sense of growth and genuine self-esteem” (Bergen, 2012, p.1). Friendships, especially those for

children with special needs can allow children to “achieve all sorts of miracles in learning that a

classroom full of special educators, speech therapists, and social workers cannot seem to

manage” (Bergen, 2012, p.1). Friendship is the key word there, not “classroom pets” where they

are seen more like a baby doll/ pet to play with and baby then to really be a friend to (Bergen,

2012). Teachers in inclusive classrooms will have to encourage friendships among the entire

class and turn the differences of the students into a positive message (Bergen, 2012). For

example, Ms.Honeycutt pointed out all year long that “our differences are what make us special”

(Honeycutt, 2018, p.2). Another example is pairing a typical student and a student with a

profound disability together for classroom chores, assignments, and in seating arrangements

(Kaur, Noman, & Awang- Hashim, 2015). These messages and friendships are very beneficial to

all of the students in an inclusive classroom. Many advocates for inclusion “believe that it

provides greater opportunities for all students to broaden their social and communication skills,

preparing them for adulthood in a diverse democracy” (Elliot, 2014, p.13). It can and will most

likely change the attitudes towards those with disabilities, changing not only the lives of the

students in the classroom that year, but well into the future with how they treat others, no matter

their differences (Elliot, 2014). Socially, the teacher is a main reason why a student with

profound disabilities flourishes or fails.

Academically, a student with special needs in an inclusive environment have been found

to reek a lot of benefits. Students have been found to “spend more time engaged”, “experienced

more ideas, interaction, and activities” in regular curriculum, and a “have a higher self concept,

tolerance, worth and understanding of others” (Elliot, 2014, p.13). Some students have even
 PROFOUND DISABILITIES IN ELEMENTARY SCHOOLS 11

been able to complete a high school diploma. This achievement is mostly based upon their

teacher, particularly the teacher’s attitude and competence. Teachers must set a positive example

in an inclusion classroom for students with disabilities to fit into the classroom. Attitudes about

inclusions and students with special needs can affect the teacher’s teaching and treatment of their

students with special needs. Teachers attitudes towards inclusion has a great effect on the success

of their students. If they had negative attitudes they experienced negative results, while if they

had positive attitudes they experienced positive results (Cate, Markova, Krischler, &

Krolak-Schwerdt, 2018). To better your attitude of inclusion, one can go through training on

special education. This training has shown to improve both the attitudes and competence of the

teacher. The training promoted “willingness to include all students in the classroom,”

“partnerships between other teaching professionals and parents,” “accommodating for students

with disabilities,” and “positive attitudes towards both inclusion practice and people with

disabilities” (Cate, Markova, Krischler, & Krolak- Schwerdt, 2018, p.56). These trainings also

provided hands-on experience with students with special needs. Today, most teachers have a

little bit of training as part of their degree programs. For example, at UNC Charlotte all students

pursuing a degree in teaching must complete an introduction to special education class. However

the more training in this area, the better.

Discussion
When beginning to look at the the effects of an inclusion classroom, one must look into

what efforts are reflected from the teacher. Many educators today almost feel a sense to “run”

from inclusion classroom job opportunities. One of the main reasons being that they don’t know

exactly how to teach a child with a profound disability. A disability is defined by “the inability or
 PROFOUND DISABILITIES IN ELEMENTARY SCHOOLS 12

reduced ability to perform certain tasks” (Elliott, 2014, p.12). This can be demonstrated by

mental or physical means performed by the body itself. Planning classroom activities that every

student can benefit from may become frustrating or near to impossible; some teachers would

even feel that their backgrounds do not prepare them in a sense to be able to teach an inclusion

class. Although these educators morally want to help every child that crosses their path, they do

not believe that they can make the situation beneficial to the whole. While compiling all of our

findings from our research we came to a hypothesis that classroom inclusion of students with

profound disabilities in elementary schools can be impactful to general education classrooms as

they challenge the teachers in their teaching methods and classroom management skills.

Teachers are needed to be challenged to incorporate new strategies that will impact their teaching

ability in the classroom. A teacher will never be impactful on the classroom if they reuse the

same material they have given past years; experience is really what makes a teacher because they

then know what works and what doesn’t.

As we conducted our research studies, many questions came about that we had not

initially thought of. We began to question how much training would be required and needed to

be an efficient inclusion classroom teacher for all students. We wonder if there would be any

classes for the teacher to take that would be considered a workshop for profound disabilities. In

this workshop they could learn how to handle situations that may arise when the second-hand

teacher would not be there. Another question that arose while we were conducting our research is

similar to the last, how would a teacher know how not to mess up an IEP? IEPs are extremely

important and crucial in inclusion classes, so how would a teacher learn to be confident when

handling everything that goes into the IEP?

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Many of the older teachers in schools have years of experience, so would that impact on

the ability to create lesson plans that would be equally received throughout the classroom?

Although the elder teachers would have experience to back up their thought process on why they

chose to do something, they may have a more challenging time deciding on how to incorporate

the new lesson plans into their teaching environment. Some teachers begin to become attached to

the lesson plans they had made in the past, so this makes it hard to think of new ideas that would

be just as effective.

Many beneficial things could be done before looking into creating lesson plans for the

inclusion class. One being to see where each of your students stand within that grade level. If

they are first graders or up, the teacher would have easy access to what they were able to

accomplish in kindergarten at the school. The teacher could then base their plans off of what the

child already knows and what they could not grasp in the year(s) before. This then makes it

easier on the teacher when planning the curriculum and what they could start with at the

beginning of the school year. Similarly, the same would be done for if the students you were

going to teach were in kindergarten, with the exception of that you wouldn’t be able to access a

portfolio of the child’s work in the year(s) before.

Given a situation like that, we recommend keeping a steady welcoming face to the new

experience you are about to gain. The teacher(s) in the room could plan specific days during the

week where they split their time between the classroom. Maybe, while the majority of the class

was working on a worksheet covering phonics, the other teacher could be in the back working

with the children who need it. Most teachers don’t realize it but, they are always teaching an

inclusion classroom. While some students may be higher up in their reading level/ ability, the
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teacher is always reaching the students who are levels below them. Teachers have a certain

knowledge on how to involve students no matter what their learning capability is. This is also

known as “reading groups” or even how you situate multiple children at a table together. Most

educators don’t realize the potential that they have, and the experience they've already been

given through the year.

Conclusions

Conclusion:Paige Blackwelder

In conclusion of this inquiry project, some things that I found important and will remember is

how a teachers attitude was really the deciding factor, and that the majority of the students in the

inclusion classroom have been found to benefit socially and academically. These findings are

important to me because I think that attitude is something that is a factor in all parts of life and in

all things that you take on, and having a good attitude for classroom inclusion can do so much

good for so many people. Somethings that I have learned from this project and that I will carry

with me in my teaching career is having an open mind and a good attitude about change. In the

education field, things are always changing, whether it’s adding an exceptional child to your

room, to standards and curriculum, or anything else that happens on a day to day basis in a

classroom. Change is normal and sometimes it can be big, but having an open mind and a good

attitude about it can bring some amazing outcomes to the teacher, students, family and the school

itself. This project was very eye opening to me as I got to speak with teachers and parents who

had experienced classroom inclusion and hear first hand how amazing it was for them, all

because of attitude. I am looking forward to extending this project into my SPED 2100 class next

semester.
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Conclusion 2: Megan Carroll

In conclusion of the Inquiry Project focused on the Inclusion of Profound Disabilities

within classrooms, I have come to the deciding factor that a teacher makes or breaks a student’s

success. Also, while many would believe differently, an inclusion classroom setting is beneficial

to the majority of the class when looking at social and academic standards. I am completely

behind the idea for more classrooms to have a variety of learners filling them. I believe that

differentiation is one of the main ways students learn, because no one is exactly the same. For

me, this study is very important because it is supporting a main reason why I want to teach. If I

had personally not been in an inclusion classroom during my time before college, I do not

believe that I would be wanting to major in education. The whole reason I want to teach is so I

can reach as many children as possible, and to let them know they are wanted and important in

today's society. That being said, without a supportive teacher or adult in a child's life, I believe

their mental, social, emotional and academic means will be disturbed or even ruined. I will take

these findings that we have examined into SPED and hopefully a future job with me. I know that

becoming a teacher is difficult and staying a positive teacher is even harder. I believe that this

Inquiry Project has opened my eyes into my future, and I can not wait to one day answer the new

questions we have accumulated.

Conclusion 3: Spencer Reece

Teachers make a huge impact on their students. This is especially true for teachers in an

inclusive classroom. Most classrooms today are inclusive, with at least one student having a

learning disability or physical disability. Being in an inclusive classroom for the child with

special needs can be a very beneficial experience. They can experience new and meaningful
 PROFOUND DISABILITIES IN ELEMENTARY SCHOOLS 16

friendships and grow academically. Most teachers, if not all teachers will gain the experience of

teaching a child with special needs. How teachers handle this diversity is vital to their students’

achievement both in and outside of the classroom. Most children and even some adults do not

really understand what a disability is. They have just think the child with special needs is just

“acting like brat,” but this thinking can change due to inclusive classrooms. If children and

teachers spend even just a year in a classroom with a child with specials, I believe this could

change their whole perspective of disabilities. Although I do not plan to become a teacher in an

inclusive classroom, I will certainly be helping teachers in this classrooms, by becoming a

special education teacher. I do not believe very much in inclusion, but this study has opened my

eyes a little bit to the benefits of inclusive classrooms and has let me with more questions to

research.

Conclusion 4 : Vivian Roussis

In conclusion, my findings in this inquiry project were how large of an impact a teacher

could make on their students. It was found throughout our research that students are more

positively affected by inclusion classrooms. It is crucial for teachers to explore all options when

it comes to teaching strategies because those techniques could make or break a students success

in the classroom. Through our research, I had concluded that diversity is very beneficial to other

students as well as teachers. Diversity of students open students and teachers up to other ways of

life and learning. I believe “special education” students are crucial to society as whole. Special

education students open others eyes to the difficulties others face in day to day life. I hope one

day, as a future teacher, I will come across an inclusion classroom. I believe I would benefit
 PROFOUND DISABILITIES IN ELEMENTARY SCHOOLS 17

greatly by having to overcome those obstacles and while doing so, learn so much about myself

and my students.

Annotated References

Bauer, A. & Shea, T. (1999). ​Inclusion 101 : How to teach all learners .​ Baltimore, MD.: P.H.
Brookes Pub.

Annotation: This book discusses inclusion in the classroom and strategies to teach these learners
along with classroom management. Throughout the text the book discusses laws, strategies,
raised questions and other things that are involved with classroom inclusion and profound
disabilities. The authors goal is to discuss and educate teachers on how to adapt and teach these
learners in beneficial ways. They also give in-text activities to help better our understanding.
This book is a reliable source as it has all of its own references and is correctly cited. The book
will help us in our inquiry project as it gives tons of information on laws, strategies and also has
first account teachers discussing their time with classroom inclusion.

Bergen, D. (2012). Teaching strategies: Facilitating friendship development in inclusion

classrooms. ​Childhood Education, 69(​ 4), 234–236.
https://doi.org/10.1080/00094056.1993.1052093

Annotation: This reference discusses the importance of friendships between children; primarily
those with disabilities. It also touched on how a teacher should intervene to help these children
develop relationships with one another. Key findings include the impact of inclusion classrooms
and friendships on children with disabilities. This article is a reliable source due to the fact that it
contains experiences from real teachers that are continuously referenced in the text.

Berry, R. (2008). Novice teachers’ conceptions of fairness in inclusion classrooms. ​Teaching and
Teacher Education, 24​(5), 1149–1159. ​https://doi.org/10.1016/j.tate.2007.02.012

Annotation: This article examines the difficulty of teaching “fairly” in an inclusion classroom,
while aiming towards focusing on a needs based level of the students. The article notes that the
RTI,response to instruction, model was brought into the research study as a supplement to
indicate which students have a learning disability. This then pinpoints not only the remedial help
the students need, but also the extent of the special education services that can be provided to the
students. We found that this article was reliable when reviewing the list of references and the
citations that the author provided.
 PROFOUND DISABILITIES IN ELEMENTARY SCHOOLS 18

Cate, P. T., Markova, M., Krischler, M., & Krolak-Schwerdt, S. Promoting inclusive education:
The role of teachers’ attitudes and competence. (2018). Promoting inclusive education: The
role of teachers’ attitudes and competence. ​Insights on Learning Disabilities: from Prevailing
Theories to Validated Practices​, ​15​(1), 49-63.

Annotation: This article addresses any hesitations as to why some teachers may be apprehensive
to teach an inclusion class, and if their personal thoughts on the students with needs will hinder
their teaching ability to those students. As stated in the article, Rights of Persons Disability UN
convention states that every students has the right to an included class and receive the proper
instruction with help from the teacher. The success rate of the students with special needs is fully
dependent on the teacher’s instruction and the capability of the teacher to reach every student
intellectually. We found this article helpful for the purposes of the reliability of the author.

Elliott, J. (2014). ​Inclusion and co-teaching: A qualitative study of general education teachers’
perceptions of the inclusive classroom.​ D​octoral dissertation, Capella University.
ProQuest Dissertations Publishing. Retrieved from
http://search.proquest.com/docview/1566190580/

Annotation: This article addresses the collaborations and co teaching in an inclusive classroom.
It focuses on three main points; the attitudes of general education teachers on inclusion of
students with disabilities, how the general education teachers collaborate in with the special
education teachers, and the general education teachers’ perceptions of the special education
teacher’s ideas to create an inclusive environment in the general classroom. This source is
reliable because because it was written for a dissertation for the author to obtain a Doctorate
which requires extreme research and review by education professors.

Honeycutt, P. (2018, November). Personal interview communication.

Annotation: During this interview I will be asking questions that discuss lesson planning,
classroom management and classroom impacts in an inclusion classroom with a profound
disability. This teacher is a reliable source for our topic has she has 20+ years of experience and
had a first hand account of a profound disability in her general education classroom.

Kaur, A., Noman, M., & Awang-Hashim, R. (2015). Exploring strategies of teaching and
classroom practices in response to challenges of inclusion in a Thai school: a case study.
 PROFOUND DISABILITIES IN ELEMENTARY SCHOOLS 19

In​ternational Journal of Inclusive Education, 20(​ 5), 1–12.

https://doi.org/10.1080/13603116.2015.1090489

Annotation: This article discusses the teaching and classroom strategies that general education
teachers use to create an inclusive environment for those with severe learning and behavioral
disabilities. It also addresses how they accomplish creating an inclusive environment with a
limited budget and resources. This article’s research was conducted in Thai, Malaysia and will
provide another point of view on the topic. This article is reliable because all of the authors are
all experts in the field of education in the University of Utara, Malaysia.