This paper discusses mainstreaming and the inclusion of exceptional children in the classroom.
Written in 2006; 1,086 words; 5 sources; APA; $ 37.95
Paper Summary:
In this article, the writer looks at mainstreaming or inclusion, an educational practice which places the special needs students in regular classrooms with their peers "to the maximum appropriate extent".
This work takes a close look at instructional and behavioral strategies, varying philosophies and what critics of the mainstream-inclusion environment have stated. The writer discusses research in the area of mainstreaming and backs up a personal philosophy with references from the field of education along with behavioral management strategies that would be optimally employed with exceptional children in the classroom.
Table of Contents:
Abstract
Objective
Introduction
Philosophy on Inclusion/Mainstreaming
Instructional and Behavioral Strategies in the Mainstream-Inclusion Classroom
Exclusion: Criticism
Summary & Conclusion
References
From the Paper:
"Instructional practice designed to be effective in the mainstream-inclusion classroom environment must be one that is readily adaptable yet one that is sensible in its' application in this unique and exceptional classroom setting. Although there are complications and difficulties inherent in teaching in this environment the ultimate rewards, as well as the daily ones are motivational and inspirational to the educator who strives toward excellent instructional provision. The philosophy of the educator in this type of classroom must be able to 'tuck and roll' if you will as they must be able to think on their feet and adapt quickly and often to the needs of the individual student."
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