Mainstreaming Special Education Students

Paper Summary:

Previous studies have not always resulted in consistent results on the success or lack of success while mainstreaming students with disabilities and special needs. The paper shows, however, that in 50 studies comparing the academic performance of mainstreamed and segregated students with mild handicapping conditions, the mean academic performance of the integrated group was in the 80th percentile, while the segregated students score was in the 50th percentile. This paper proposes a study to prove the marked improvement in the scholastic achievement of mainstreamed ADHD students participate.

Table of Contents:
Introduction
Questions to be Asked by Parents / School
Ethical Questions
Definition of Subject / Participants
Hypothesis
Definition of Procedure
Sample Evaluation Form
Bibliography

From the Paper:

"Prior to mainstreaming, the family needs to be informed of what will transpire if the move to a regular classroom does not work out. What if a bully in the art class makes fun of the child s disability? Who handles that, if the teacher cannot always control the bully? What if the child is an African-American and the class he is moved into is largely Caucasian, with redneck roughnecks in the back of the room making racially inappropriate remarks? What if the child is Middle Eastern, with a name such as Mohammed, and rude boys in the new class re-name him bin Laden or another derogatory title?"

More papers on Mainstreaming Special Education Students:

• Term Paper # 8800 : "Teaching Special Education Students"
• Research Paper # 59191 : "High School and Special Education Students"
• Term Paper # 98816 : "Inclusion for Special Education Students"

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