GEN103 Week 3 Assignment

Week 3 Assignment

GEN103: Information Literacy

Research Question:

How can an inclusive classroom benefit a child with or without disabilities both academically and socially?

Scholarly Article 1


Hicks-Monroe, S. L. (2011). A review of research on the educational benefits of the inclusive model of education for special education students. Journal of the American Academy of Special Education Professionals, 61-69. Retrieved from:


This paper was wrote so anyone who reads it can find out what the educational benefits students are given when they are in an all-inclusive classroom. When we have a standard education setting in a school that has students with disabilities in the classroom it is called an inclusive classroom. While children are in the inclusive classroom setting, they are learning they the same way the other students are learning. Sherry Hicks-Monroe talks about what the history of special education is, the different benefits that an inclusive classroom offers, different service options that are offered to children with disabilities, and the arguments against children with disabilities learning in an inclusive classroom. Hicks was discussing the different laws and programs that are available to help children with disabilities join their peers in a general education setting throughout our history (2011). This article and other sources support the different information I found on inclusive classrooms for all students. She was able to provide this information by researching and studying about an all-inclusive classroom. Hicks uses paraphrases and quotes from different articles and studies to help explain what the benefits are for an inclusive education. We know this is a reliable source because it is up to date on the correct information, compatible for parents, families and educators. It has little to non-bias towards inclusive education. As I was researching more on this topic, I found that most of the sources have included similar benefits socially and academically, these include friendships, increased relationships with the teachers support, higher expectations, the parents are more involved and their IEP goals are being successfully being achieved. In Hicks article she says that students that have disabilities show more improvement with standardized tests when they are involved in an inclusive classroom (2011). She also says that students that are in an inclusive classroom achieves more social and communication skills, they have an increase in interactions with their peers, they have a higher excelling IEP goal, and they are more organized and ready for their post-school adventure.

Scholarly Article 2


“Katz, Jennifer & Mirenda, Pat. (2002). Including students with developmental disabilities in general education classrooms: educational benefits. International Journal of Special Education, 17(2). Retrieved from:” “

Annotation 2: Scholarly Article 2:

This article was created to help parents and educators comprehend the benefits that children with and without disabilities have while they are in an inclusive classroom. These benefits are, both academic and skill developments that the students have accomplish. Both Katz and Miranda explained that the information they found the different approaches and educational backgrounds that teachers use to help promote an inclusive education (2002). They also talked about the classroom placements, engaged behavior, educational outcomes, academic benefits for students without disabilities, and social interaction that each child has. This is a credible source because it has more accuracy than the other sources I have found. Katz and Miranda use other sources to help support their claims and to help make sure they have accurate information. I know this source can help me answer my research question of How can an inclusive classroom benefit a child with or without disabilities both academically and socially because, both Katz and Miranda explained in their article about how children do in a classroom with social interactions, class placements, how engaged behavior impact children with or without disabilities in the classroom.



Inclusion BC. (2018). Retrieved from


Inclusion BC is an institution that has helped members who have an intellectual disability and their families to help improve the lives of not only children and adults with special needs but also their families. They have a plan to help better their lives by supporting them with their “abilities and promoting advancing and action rights and responsibilities (Inclusion BC. 2018).” When you are a member of the Inclusion BC organization you need to make sure you are available to help support these students and adults with their education when they need it. They help provide different resources from other workers who can help support them by providing videos made by the organization. This helps describe their institution and the relation between self-advocacy and inclusive education. This source helps support other sources I have been reading includes members who are involved with an organization that tries to help better the lives of children and adults who have a disability. We see this because they have created a yearly report on their website, they provide the information of how many different individuals they have helped with different disabilities, and the accomplishment they create by helping others for inclusive education in the classroom an in the workforce.

This source helps answer my research question by providing me with more information on how we can advocate for children with or without disabilities while they are engaging in an inclusive classroom. As I watched a certain video that was made by the members of this organization, it starts discussing how they aid in the support of families and individuals in deciding if an inclusive education is right for their child or them. By including their annual report, it helps answer my question. The annual report shows how many individuals they have helped and how they were able to speak up for children who have a disability, they were able to generate more inclusive jobs for adults with special needs, and how they were able to start inclusive classroom for students (Inclusion BC. 2018).

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