Abstract
This paper examines the history and competing arguments in the debate on whether learners with disabilities should be included in the 'normal' classroom environment. It explains how inclusion may not be the ideal solution in all cases, but suggests that a full inclusion model best serves the interests of the learners and society as well. The writer explains that the philosophy of inclusion hinges on helping students and teachers become better members of a community by creating new visions for communities and for schools. The writer concludes that while it must be acknowledged that there are costs associated with inclusion, from an idealist perspective, the clear economic and social benefits to society from educational inclusion override these costs.

Outline:
Introduction
Personal Interest in Inclusion
Brief History of the Issue and Conflicting Arguments
Conflicting Arguments and My Position
Conclusion

From the Paper
"The issue of inclusion and inclusive practices in education with respect to learners with disabilities is one of the most controversial debates in the field of education. While there has been a general movement towards the full inclusion of all students with disabilities in Western countries such as Canada, studies have found that the actual level of inclusion and inclusive practices does not meet the ideal. Indeed, there is even debate whether inclusion best serves the interests of all students in this group, especially those with emotional and behaviour disorders (E/BDs) (Heath et al. 2003)."

Tags:social, exclusion, teacher, student, behaviour, disorders

Abstract
This article incorporates the writer's philosophy when it comes to educational inclusion and backs it up using solid research. The writer discusses the importance of inclusion and the benefit it has to the classroom. The writer points out that many years ago, students who had special needs were shut into a classroom at the end of the hall and taught away from their peers. The writer then notes that today, students with special needs are mandated by federal law to be educated in the least restrictive environment and be given a fair and appropriate education. The writer believes that inclusion can be a positive education experience not only for the students with special needs but also for the regular education students as well. This paper includes approximately 15 pages of source copies.

Outline:
Introduction
Personal Philosophy
Philosophy on Differentiating Instruction
Behavior Management
Reading/Language Arts
Conclusion

From the Paper
"The writer's philosophy of inclusion is that it not only provides the ability for students with special needs to be educated in classrooms with their peers, but it also provides an opportunity for regular education students to learn from those who are included. Students are individuals with different learning styles, strengths and weaknesses, whether or not they have a learning disability. Placing special education students with regular education students provides an atmosphere for the special education students to reach higher than they may otherwise have been challenged as they work together with regular education students on the assignments and projects. This opportunity allows regular education students to demonstrate the ability to work in teams with different skill levels and interests and to show compassion for students who may not be as able as they are. It is a win-win situation as long as the inclusion is not allowed to reach the point that it is disruptive to the classroom."

Tags:special, education, instruction, skills

Abstract
In this article, the writer critically examines the history and competing arguments regarding the issue of inclusion and inclusive practices in education. Particular reference is made to the writer's philosophical opinion on the issue. As is argued, while inclusion may not be the ideal solution in all cases, compelling evidence suggests that a full inclusion model best serves the interests of not only the learners but of society as well. The writer discusses that given that within an idealist philosophical perspective the needs of society must be taken into account as well as the needs of the individual student, it will be argued that the combined interests of both society and the individual student with disability supports the view that full inclusion is the optimal model in such situations.

From the Paper
"The issue of inclusion and inclusive practices in education with respect to learners with disabilities is one of the most controversial debates in the field of education. While there has been a general movement towards the full inclusion of all students with disabilities in Western countries such as Canada, studies have found that the actual level of inclusion and inclusive practices does not meet the ideal. Indeed, there is even debate whether inclusion best serves the interests of all students in this group, especially those with emotional and behavior disorders."

Tags:education, inclusion, philosophy

Abstract
The purpose of this paper is to show how philosophically, the concept of 'inclusion' has changed over the years so as to encompass a greater understanding of the needs of learners with physical disabilities, other health impairments, and severe sensory disorders.

From the Paper
"The purpose of this paper is to show how philosophically, the concept of 'inclusion' has changed over the years so as to encompass a greater understanding of the needs of learners with physical disabilities, other health impairments and severe sensory disorders. In this regard, Henley states that the concept of 'inclusion' has sociopolitical roots, which is to say that it arose in the ...s. At this time, the concept referred to the practice of including in all organizations, both public and private, all people..."

Tags:inclusion, education

Abstract
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."

Tags:educator, teaching, learn, student

Abstract
The paper presents the personal attitudes, beliefs and philosophy of the writer with regards to the inclusion of special needs children, specifically for early education classes and students. The writer supports inclusion and explains that it promotes the interaction of different capabilities so that the students begin to appreciate diversity and varied talents from a young age. The writer stresses how children can learn from a young age that everybody in the world has something to contribute.

Outline:
Introduction
What It Means
Philosophy
My Beliefs

From the Paper
"The field of special education has exploded for the past few decades. Today children who have special needs are being accommodated so that they can become educated in a regular education classroom as often as possible. Federal law mandates that the children who have special needs are accommodated and assisted in a learning environment at no cost to the parents beginning at the age of three if needed. While opponents of such measures believe that it pushes children together that are not necessarily at the same level, thereby creating the more advanced students to have to slow down to wait for the special education children, I believe that the inclusion of special education children has the exact opposite affect on overall learning as well as the development of social skills."

Tags:special, disabilities, capabilities, acceptance, understanding, differences

Abstract
This paper explains that mainstreaming involves placing special education students in regular classrooms as much as possible and using resource rooms where the student receives special tutoring, review, and instruction. The author defines inclusion as the total integration of special education students and services into the general education classroom, where special education teachers collaborate with general education teachers to teach the entire class. The paper stresses that one of the critical issues in mainstreaming and inclusion is the training of the teachers involved.

Table of Contents
Introduction
Philosophy
Instructional Strategies
Behavior Management Strategies
Conclusion

From the Paper
"The issue of mainstreaming and inclusion need a lot of thought and preparation. Students however learn best when they are among their peers and when they feel safe and comfortable. Usually being included in a regular classroom provides such safety and comfort better than being segregated in a special classroom. The stigma attached to being a special education student takes away that safety and adds some embarrassment to the difficulties the student already faces. However, to include successfully special education students into the regular classroom I would want to make sure some factors are considered. According to Brucker (2000) three important factors are the attitudes of the teachers, parents and students, having an adequate support system and professional skills and knowledge. The atmosphere in the classroom must be a positive one for special education students to feel welcomed and accepted."

Tags:stigma, training, classroom, resource-room, modeling

Abstract
This paper first explains that, with the reauthorization of IDEA, the increase in the enrollment of children with disabilities into community-based early childhood programs has raised questions about the appropriateness of various inclusive settings in regards to their quality and teacher qualifications. Next, the author relates that the working together of early childhood and special educators to provide quality inclusive programs for these children has not been easy given their differing educational philosophies. The paper concludes that, while there are differences in philosophies and practices, educators must understand how they are compatible in some ways and through a collaborative approach can support children of differing abilities.

From the Paper
"Historically, the education of young children has traditionally been the responsibility of early childhood teachers with an educational philosophy very different from that of early childhood special educators. Preschool teachers hold a constructivist perspective of early childhood education based on the work of developmental theorists Piaget and Vygotsky. Constructivism supports that young children construct their knowledge and understanding of the world in the course of their own experiences, as well as from teachers, fam ily members and other children."

Tags:law, placement options, certification high-quality unique

Abstract
The paper discusses the aims of special education in light of the rise in the number of children diagnosed with autism. The paper examines the research on the issues of inclusion, positive behavior support and being an advocate for students with disabilities.

Outline:
Introduction
Philosophy of Special Education
Inclusion
Positive Behavior Support
Advocating for Students with Disabilities
Conclusion

From the Paper
"Special Education is designed to meet the needs of students with mental and/or physical disabilities. Because special education students learn differently than general education students, various philosophies have arisen throughout the years to ensure that the needs of special education students are met. Some of the most recent trends in special education involve how to educate autistic students. The rise in the number of children diagnosed with autism has necessitated the emergence of new special education programs and paradigms. To some extent it can be rather difficult to establish a specific philosophy of autistic students because autism is a spectrum disorder. This means that some students are verbal and function at average or better than average academic level while others are nonverbal and experience great difficulty in academic settings."

Tags:disabilities, autism, inclusion, support, advocate

Abstract
This paper discusses philosophy for children, occasionally referred to as P4C, a strategy designed to introduce children to philosophical theory and engage them in critical thinking. Pioneered by Matthew Lipman, philosophy for children was introduced more than three decades ago as a means of reforming deficiencies in education, specifically in regards to the observation that educational deficiencies "most cruelly and harshly affect precisely those portions of the population that are educationally disadvantaged". The paper further discusses the efforts to introduce philosophy into communities in which the students are in some manner lacking in terms of education (e.g. limitations on resources, shortage of qualified teachers, etc.) tend to be few in number, as priorities are given to programs other than philosophy.

Tags:oracy, philosophy, methods