The concept of "inclusion" is a class placement method for children who have special needs; this involves integration into a classroom with traditional student group populations. Previous research states to the extent possible, and deemed appropriate, students with special needs have been known to benefit simply by being surrounded in a learning environment with diverse peers. While the focus is usually on the particular child(ren) with special needs, research mainly analyzes cognitive development. There may be various positive impacts placed upon the other students on social and emotional levels of development. This literature review examines whether classroom inclusion enhances a typically developing student's sense of empathy, acceptance, and equity for non-traditional student (including students with special needs) population groups among the developing traditional four year old students. This research project anticipates that there will be "enriched" development and a higher sense of empathy, acceptance and equity for the general population groups. These inquiries will be addressed through a literature review to synthesize what we currently understand about the effect of inclusion on typically developing children. The review will investigate work related to empirical studies on preschoolers' experiences in inclusive classrooms. Additional investigation will include foundational perspectives as presented by leading scholars and organizations in the field of early childhood special education. Based upon future findings, the examination of further research of behavioral patterns amongst both populations will be implicated.

It is estimated that an average of 1 in every 110 children in the United States is diagnosed with Autism Spectrum Disorder (ASD). This makes Autism currently one of the most prevalent childhood disorders facing the nation. As such, Autism impacts not only the child, but the families, friends and others involved. This research focuses on the siblings of individuals diagnosed with Autism Spectrum Disorder, often labeled as “typically developing” siblings. One of the longest lasting relationships that an individual with Autism may have is with their sibling(s). Therefore, it is important to understand in more detail the perceptions and experiences of these “typically developing” siblings. This research addresses the question: How do individuals with autistic siblings feel Autism Spectrum Disorder impacts their lives and social relationships? Research methods included interviews with siblings, parents and health care specialist involved with individuals with autism to learn about their personal experiences. In addition,  participant oberservation was accomplished by attending support groups for siblings of individuals with disabilities including, Autism Spectrum Disorder. There is an ample amount of research focusing on the causes and cures of Autism Spectrum Disorder. However, this project atttempts to shift the focus to the social relationships impacted by the disorder. Ultimately, this research explored some of the under researched social implications in an effort to highlight the hidden impacts of Autism. 

Inhibitor of differentiation (Id) is a transcription factor that negatively regulates basic helix-loop-helix (bHLH) transcription factors. Of four Ids identified (Id1-4), Id1 and Id3 have been shown to regulate glial development in the central nervous system. In the retina, there is a special type of glia called the Müller glia. Currently, it is not known whether the Ids are important for Müller glial development. Knockout studies in mice demonstrated that Id1/Id3 double knockout (KO) are embryonic lethal, while either Id1 or Id3 KO mice develop grossly normal. We investigated if Id1/Id3 are necessary for Müller glial development by performing Id1 shRNA knockdown (KD) in Id3 KO retinas. Five Id1 shRNAs were tested for their efficiency in NIH 3T3 cells (mouse fibroblast cell line), and the Western blot results showed over 90% decrease in Id1 expression using three shRNAs. We will electroporate Id3 KO retinal explants with these Id1 shRNAs and determine the effects of Id1/Id3 loss on Muller glial development. We expect to see a reduction in the number of Müller glia if Id1/Id3 play a role in their development.