In academia, inclusive classroom placement is well-explored because of its positive effects on disabled students' academic accomplishments when well-implemented. Research suggests that inclusive environments boost academic performance, enable students to have the general education curriculum, and lead to expectation enhancement that includes students with disabilities education to typically developing students enhances overall performance by providing access to the curriculum and promoting higher expectations In addition, Ruijs and Peetsma (2009) discovered that inclusive environments support raising students' education levels and academic goals. Therefore, inclusive classrooms offer better academic results by providing more grade-appropriate content and instructional challenges, thus supporting knowledge and academic growth. Additionally, inclusion fosters peer modeling and social interactions, indirectly impacting engagement and motivation, which contributes to positive academic results.

It is essential to remember that the effectiveness of inclusive placement depends on factors like teachers' preparedness, availability of support, and the right accommodations that enable disabled learners to keep up. Inadequate resources, instructional modifications, and tailored-to-suit student needs can hinder disabled learners' academic growth potential. Co-teaching, support services, and continual progress assessment are essential for effective inclusive placement. Thus, for disabled students, inclusive classroom placement can enhance academic performance when backed by suitable instructional alterations and resources intended for the students with additional needs.

References

Ruijs, N. M., & Peetsma, T. T. D. (2009). Effects of inclusion on students with and without special educational needs reviewed. Educational Research Review, 4(2), 67–79.