A recent article highlights a paper by Douglas Fuchs, a leading special education professor, arguing that the evidence for including students with disabilities in general education classrooms is flawed. Fuchs and his colleagues reviewed over 50 years of research and found that the academic benefits of inclusion are not as clear-cut as previously thought. They suggest that many students with disabilities might benefit more from intensive, specialized instruction in separate settings. 

Fuchs emphasizes that while some students thrive in inclusive settings, the majority may need more targeted support to succeed academically. This perspective challenges the belief that inclusive education is universally beneficial and calls for a reevaluation of how best to educate students with disabilities. 

So, is special education inclusion flawed? It depends on who you ask.  

According to the National Center for Education Statistics, the number of students ages 3-21 who received special education and/or related services under the Individuals with Disabilities Education Act (IDEA) in 2022-23 was 7.5 million. We know that the needs of students who require special education vary widely and that no students are the same. While inclusive education has the potential to benefit both students from both the special education population as well as the typical population, there are instances where specialized instruction is warranted for those children needing instruction that addresses their unique challenges and provides the therapies most appropriate to their diagnosis.  

The Elizabeth Lee Black School at the Barber National Institute offers a range of educational program choices designed to help all children achieve their greatest potential.  Our school is specially designed to provide a highly structured classroom environment which allows children with significant disabilities to develop to their fullest. Each day the children participate in educational activities presented within a very predictable routine to confidently practice new skills. Each student’s IEP directs their learning experiences, which integrate a variety of activities throughout the school day, to address their academic, behavioral and therapeutic needs. We pride ourselves on providing innovative services that engage students, help them build confidence, develop future-ready skills, and create avenues for long-term success.  

Fuchs’ research helps us take into consideration that while inclusive education can certainly be beneficial, it might not be the right option for every student.