Identifying and Correcting Barriers to Successful Inclusive Practices: A Literature Review

Marquis C. Grant, M.Ed., Ed.D.


Kimberly Michelle Jones-Goods, MPS, Ph.D.
North Carolina A&T State University


The inclusion of students with disabilities in the general education classroom is one of the most debated subjects in the field of education today. A review of the literature revealed that while inclusion has been shown to benefit children who receive special education services alongside their non-disabled peers, there are a number of barriers that prevent the practice and procedure of inclusion from being successfully implemented.  Lack of teacher training, ineffective instruction, and overall teacher attitudes have been identified as the most prominent barriers to the inclusion process and suggestions for future study indicate that more information to determine the extent to which disabled children are academically, socially and emotionally impacted by those barriers.

Read or Download

  • To Read this Article - or Download this Article (login required)

  • To Download the Entire WINTER 2016 Issue of JAASEP -  (login required)

NASET Members -  Login to Access These Files.

Not a Member?

If you are a member of NASET, please login to freely access this and all archived articles of JAASEP

If you are NOT A MEMBER of NASET you may purchase this article of JAASEP for $4.95 (use the "Buy now" button below):

OR Buy the entire issue of JAASEP WINTER 2016 for $19.95. Use the BUY NOW button below:

OR - Join NASET and have access to this & ALL PAST ISSUES of JAASEP - JOIN NASET

Return to the Table of Contents - CLICK HERE

forgot username or password?