Special Education & Inclusion
Special Education & Inclusion focuses on creating classrooms where every student has access, support, and a true sense of belonging. This section explores inclusive practices, individualized instruction, accommodations and modifications, learning differences, collaboration, and strategies for supporting diverse learners. It is a space for educators to reflect, learn, and find practical ideas for meeting students where they are while helping them grow.
More Students With Disabilities Are in General Education Classes. How’s That Working?
by Caitlynn Peetz Stephens
Education Week on July 14, 2026
In “More Students With Disabilities Are in General Education Classes. How’s That Working?”, Caitlynn Peetz Stephens examines the national increase in students with disabilities spending significant amounts of time in general education classrooms. Drawing on a new report from the U.S. Government Accountability Office, the article notes that the number of students spending at least 40% of their school day in general education increased by approximately 25% between 2012–13 and 2023–24. The article emphasizes, however, that increased time in a general education classroom does not automatically mean meaningful inclusion, belonging, or educational success. Effective inclusion requires appropriate supports, trained personnel, resources, and instruction that addresses individual student needs. The article also highlights significant differences among states and concerns from school districts about staffing, funding, and the availability of appropriate programs and supports. Ultimately, it raises an important question for educators: Are we simply placing students in general education classrooms, or are we truly creating environments where students with disabilities can participate, learn, and belong?
Why I recommend this article.
I recommend this article because it encourages educators to look beyond placement and consider what meaningful inclusion actually looks like for students with disabilities. While more students are spending significant portions of their school day in general education classrooms, simply being present does not guarantee that a student is learning, participating, or feeling a sense of belonging. I appreciate that the article raises important questions about whether schools have the staffing, resources, collaboration, and instructional supports necessary to make inclusion successful. It reminds us that inclusion should not mean expecting students with disabilities to simply fit into an existing classroom; rather, schools must provide the individualized supports, and specially designed instruction students need to access the curriculum. Most importantly, the article encourages a more thoughtful conversation about the difference between being included in a classroom and truly being included in the learning community. For educators committed to serving students with disabilities, it is an important reminder that meaningful inclusion requires much more than a seat in a general education classroom.