Inclusion and Students with Mental Retardation

Abstract

Summary The present article examines the implications of inclusion for students with mental retardation. An overview of inclusion terminology and recent changes in the definition and classification of individuals with mental retardation are presented. The academic and social outcomes of students with mental retardation in inclusive settings are examined by employing tolerance theory, a joint model of outcome production, and a model of differentiated expectations. The analyses examine how inclusion interacts with the unique learning needs and characteristics of students with mild and severe mental retardation. The authors recommend implementing partial, not full, inclusion for most students with mental retardation; to consider the interaction of severity of disability and student variance in making inclusive placements to maximize social outcomes; and to continue to conduct theory-based research in an effort to provide the most appropriate education to students with mental retardation.