A literature review of the literature on inclusionary practices at elementary and middle schools.
Written in 2006; 6,044 words; 46 sources; APA; $ 143.95
Paper Summary:
This paper discusses the recent growth in the educational integration of mainstream and disabled students. This has resulted in a reciprocal growth of the body of literature covering issues of inclusion practices. The writer discusses the literature on inclusionary practices by focusing on specific methods of inclusion, influences on inclusion, and the available resources for teachers wanting to increase their inclusionary skills. Additionally the paper examines the area of teacher beliefs, and the impact of such beliefs on teaching practices. The paper argues that more needs to be learned about the impact of teacher beliefs on the inclusion practices within the classroom.
Outline:
Introduction
Successful Teacher Practices
Adaptive Instructional Practices
Organizational Influences
Exemplary Practices in Inclusion
Available Resources for Promoting Inclusion
Teacher Beliefs
Conclusion
From the Paper:
"Cooperative learning situations are those which bring together groups of students whose purpose is to seek solutions and outcomes beneficial to all members of the group. Groups can be composed of varying numbers of students and of varying skill levels. Structuring positive interdependence and promoting interactions characterized by help, accountability, and encouragement is created through cooperative learning. Results of effective cooperative learning are higher achievement, positive social interaction, social support, and higher self-esteem (Johnson, Johnson, & Holubec, 1988)."
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