A study of the success of inclusion of special education students into mainstream classrooms.
Written in 2002; 2,620 words; 23 sources; MLA; $ 78.95
Paper Summary:
This paper examines the controversial debate between inclusion and mainstreaming special education students in learning institutions, government institutions and families in today's society. It analyzes the debate from a variety of angles in order to formulate an idea of their effectiveness, because it is to subjective. The paper demonstrates how both inclusion and mainstreaming are designed and looks at recent literature and research to determine the success rate of inclusion and mainstreaming. This paper provides an overview of the concept of inclusion and mainstreaming, as well as provide research into both sides of the debate. It illustrates which method, if either, is best for both our special needs students and society as a whole.
From the Paper:
"According to Joy Rogers of Phi Delta Kappa's Center for Evaluation, Development, and Research (1993), there are two types of inclusion. Regular inclusion refers to the "commitment to educate each child, to the maximum extent appropriate, in the school and classroom he or she would otherwise attend." The concept involves bringing support services to the child, rather than taking the child out of the regular classroom for services (York, et al. 1993). A second form of inclusion is called full inclusion. This concept refers to placing the students, despite any handicapping condition and regardless of the severity, in a regular classroom permanently (Rogers, 1993). All services must be taken to the child in the classroom setting."
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