Addressing common misconceptions that can limit inclusive-classroom progress.
# 3 Misconceptions About Inclusion
**Framework Pillar:** Participation
Despite years of research that concludes inclusion is best for students with and without disabilities, there are still misconceptions about inclusive classrooms. These misconceptions persist because they tap into real anxieties that educators and parents have about whether inclusion can work for every student. Here are three of the most common ones and the truth behind each.
Misconception 1: Students With Disabilities Cannot Keep Up
The first big misconception is the concern that the student with disabilities will not be able to 'keep up' with the class curriculum. Fortunately, inclusive classrooms recognize that not every child will be learning at the same rate, and at the same time. In an inclusive classroom, teachers use instructional strategies such as Universal Design for Learning, lesson accommodations, and curriculum modifications to help students access and learn class material. Students are not expected to 'keep up' but to 'keep learning.'
Misconception 2: Students With Disabilities Are Distracting
The second misconception is that including a child with disabilities in a general education class will be distracting for the other children. Experience and research say otherwise. Students with disabilities have significant supports in the classroom to help them access lessons and participate in class activities in an appropriate and meaningful way. Furthermore, any child in the classroom has the potential to distract others, depending on their needs, family life, or social and emotional development.
Misconception 3: Inclusion Is a Program
The third misconception is that inclusion is a program. Inclusive education is not a program. It is an educational philosophy that values the participation and education of students with and without disabilities in the same classroom. This philosophy is the foundation of how a school system functions. Administrative decisions, staffing, training, resources, scheduling, and curriculum are all derived from inclusive beliefs about education.
Whether you are an educator, parent, or community member, knowing the truth about inclusion can help us develop school systems that truly prepare our children for a future in our diverse world. Misconceptions are understandable, but they should not be allowed to stand in the way of every child's right to a meaningful, inclusive education.