An analysis and synthesis of the literature available on inclusion, with specific attention to New Zealand resource teachers.
Written in 2007; 2,060 words; 13 sources; MLA; $ 64.95
Paper Summary:
The paper relates that New Zealand resource teachers work with students with high special needs or physical needs and sometimes those who are low academic achievers. The paper defines inclusion as situations where students are educated in mainstream classrooms to the greatest extent appropriate. The paper argues that inclusion is likely to result in positive outcomes when students demonstrate mild to moderate learning and behavioral needs, when it is age appropriate and when it helps with social development. The paper points out, however, that inclusion practices need to be tailored to meet the needs of specific students for it to be a successful practice.
Outline:
Introduction
Part I - Define Inclusion
Part II - Implications of Inclusion for Special Educators
Section Three - Analyse Cluster of Approaches
From the Paper:
"Inclusion historically has been interpreted and defined in many ways, and is often considered synonymously with mainstreaming. It is important that one differentiate between the two. As Corbett (2001) suggests the term "inclusive" with regard to education is often abused and used so frequently it carries little true value or meaning. The term inclusion is often applied to education and often entails "abandoning labeling and special resources for individual needs to cost cut" by masking such practices as equality (Corbett, 10). But what is inclusion really, and how does one prove its strategies and incorporate them in the mainstream classroom?"
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