Inclusion Programs

Paper Summary:

This paper reviews three works: "Impact of Inclusion Education on Academic Achievement, Student Behavior and Self-esteem and Parental Attitudes" by L.G. Daniel and D.A. King; "Despite Best Intentions: When Inclusion Fails" by N. Mamlin; and "I Believe in Inclusion, but..." by M.K. Smith and K.E. Smith. All three studies considered in this paper address various aspects of the problem of inclusion in the U.S. educational system, two from a very hands-on point of view and one from a more quantitatively organized approach. The paper shows that what all three have in common is that they all show that it takes an enormous amount of involvement by both the school district and staff to make an inclusion program work and, even then, it works only under certain conditions. Each of the three articles points in the direction of what conditions must be fulfilled in order for inclusion to have the best possible effect on all the populations involved and, especially, on the students' ability to learn.

From the Paper:

"The major findings of the Smith & Smith study were surprising. They found that virtually all the teachers regarded a great majority of the students as "exceptional" in some way (Smith & Smith 2000, p. 161). Even if they had not been identified as exceptional, the teachers noted that they spent a lot of time in dealing with behavioral issues, regardless of the student label. Other findings revealed that it takes an enormous amount of extra help for a teacher to be successful with inclusion; others simply thought it did not work, period (Smith & Smith 2000, p. 161)."

More papers on Inclusion Programs:

• Term Paper # 109957 : "Inclusion Programs in Schools"
• Research Paper # 52813 : "School Inclusion Programs"
• Analytical Essay # 128688 : "Disabled Children and Early Inclusion Programs"

APA Citation:

MLA Citation: