Master of Arts (M.A.)
Reverse Inclusion is an intermediary step to full inclusion. Reverse Inclusion is a program of scheduled interaction with typically developing students from the general education population working with students with moderate to severe disabilities in a self-contained special education classroom. This action research study reviews the potential benefits of a Reverse Inclusion Program to general education or typically developing third grade students. Reverse Inclusion is designed to foster positive peer interaction and positive peer support along with modeling desirable school appropriate behaviors among the participating students. Key findings of this study include: 1) regularly scheduled, structured contact between typically developing peers and their special education peers fosters positive relationships that extend from the classroom to the playground and beyond; 2) Reverse Inclusion provides a positive environment to allow for modeling of age appropriate behaviors; and 3) education provided to typically developing peers concerning disabilities, develops understanding of differences. Reflecting on my own teaching practice, the study findings indicate that collaboration with a general education teacher provides increased understanding between classroom environments and fosters an increased sense of community.
Baker, Linda Kaempfer, "Implications of a Reverse Inclusion Program for Students with Moderate to Severe Disabilities" (2015). Capstone Projects and Master's Theses. 503.