School Inclusion Programs

Paper Summary:

This paper examines the issues involved in delivering educational services in classrooms with varying levels of student diversity, with a focus on elementary schools in general and on one such school in particular in the State of Mississippi. The author's methodology includes a critical review of the literature followed by an analysis of the available statistical data from the State of Mississippi to discern any differences in academic achievement as reflected by the Mississippi curriculum test results. The paper relates that this research indicates that the United States is becoming an increasingly diverse society as indicated by the demographic composition of classrooms in many regions of the country; however, while the impact of increasing classroom diversity has been the subject of a growing body of research, there remains a paucity of timely studies concerning the impact of a lack of diversity on academic achievement. The paper includes several quotations and a data analysis presented in tables and graphs.

Table of Contents:
Introduction
Statement of the Problem
Purpose of Study
Importance of Study
Scope of Study
Rationale of Study
Overview of Study
Review of Related Literature
Background and Overview
Impact of Diversity in American Classrooms Today
Developing Culturally Sensitive Educational Approaches
Recent Trends in Mississippi Public Schools
Methodology
Description of the Study Approach
Data-Gathering Method and Database of Study
Data Analysis
Summary, Conclusions and Recommendations
Summary
Conclusions
Recommendations

From the Paper:

"Unfortunately, though, many public schools today are failing to provide a quality education for many of their students. In fact, young learners from low-income families and those from some minority groups, especially African Americans, Hispanics, Native Americans, and some Asians, have experienced higher rates of dropping out, retention in grade, and special education placements than other children. In this environment, struggling students can be expected to fall further behind and those students who are high achievers will likely experience frustration with the pace of learning and how it is being presented."

Sample of Sources Used:

• Bjorklund, S. A., Cabrera, A. F., Colbeck, C. L., Parente, J. M., & Terenzini, P. T. (2001). Racial and ethnic diversity in the classroom. Journal of Higher Education, 72(5), 509.
• Bowman, B. T. (1994). The challenge of diversity. Phi Delta Kappan, 76(3), 218.
• Breitborde, M. L. (1993). Multicultural education in the classroom. Childhood Education, 69(4), 224.
• Callahan, C. M., Eiss, N., & Imbeau, M. et al. (1997). Becoming architects of communities of learning: Addressing academic diversity in contemporary classrooms. Exceptional Children, 63(2), 269.
• Casey, M. A., Finnerty, J., Mbugua, T., & Wadas, J. (2004). Authentic learning: Intercultural, international, and intergenerational experiences in elementary classrooms. Childhood ducation, 80(5), 237.

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