An investigation of the effects of the inclusion process on disabled students, traditional students, and teachers.
Written in 2001; 1,271 words; 16 sources; $ 43.95
Paper Summary:
This paper addresses the controversial educational procedure of inclusion, where students with special needs are "included" into the school system in classes whose students do not have special educational needs. This paper investigates the research that indicates that the inclusion process does not have any negative effects for either the special needs students or the class as a whole, and does not place additional burdens on the teacher. This paper includes an introduction, a definition of inclusion and research conducted in the field. The paper shows that inclusion programs are designed to promote acceptance of special needs students in public education.
From the Paper:
"This criticism, while perhaps well- intentioned, is not justified by the scholastic journals. Indeed, the majority of critical sources suggest that the opposition is misinformed, and that studies find that students with special needs do not have a negative impact on their classrooms. This particular theme, where students who can be considered "tradition" students as they do not have special needs, is often not the primary focus of research targeting inclusion policies but is often noted in the articles relating to the subject."
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