Document Type
Article
Publication Date
Fall 2024
Abstract
Special education is an area where students have many different needs. Reverse inclusion is one practice where students with significant special education needs (SEN) work with general education peers to build skills, generalize concepts learned, and build meaningful relationships with peers. Students with significant SEN have limited educational opportunities to work with students without SEN. In this inquiry-based research study, general education peers were partnered 1:1 with students who had SEN in the areas of literacy, adaptive art, and adaptive physical education classes. The research examined the frequency of Self-Injurious Behaviors (SIBs), Instructional Elopement (IE), and the number of times students with SEN independently participated and used an AAC device to communicate with others meaningfully. The researcher then analyzed the data to find downward trends in SIBs and IE and upward trends in participation and use of an AAC device for communication. The researcher discovered that students with significant SEN responded well to reverse inclusion practices throughout the school day.