Abstract This paper examines the inclusion practice, which is designed to support students with special needs in the regular-education schools, instead of housing such students in special-education classrooms. The paper explains that this applies whether the school is public, private, or another type of care facility dealing with education. The paper points out that there are many that believe inclusion is good for everyone involved, as students who have disabilities learn new and multiple ways of communication. Nonetheless, there are those that object to the practice because of their fears that special needs children in a "regular-education" classroom will be too distracting. The paper then explains that although there is still debate on the issue, inclusion has the potential to improve the educational system for all students, not just those with disabilities. The writer believes that curriculum changes are inevitable, and teaching methods much change as well, for inclusion to be implemented as a successful program. The writer concludes that proponents of inclusion argue that students with disabilities are not fully assimilated into mainstream student life, and their inclusion will increase their self-esteem and may increase their ability to interact with others including their peers.
Outline:
Introduction
Review of Literature
Data Collection
Analysis
Discussion
Summary
From the Paper "Unfortunately, it appears that there is limited data available on the success or failure of inclusion in the classroom. The data that does exist, however, appears to be on the positive side of the issue and supports the proponents of an inclusive classroom. The data indicates that child specific and peer-mediated interventions lead to the greatest increase in social interaction with peers. However, in both the short and long term, the most impact on children in the study was social integration intervention, which increased their social acceptance. Additionally, toys and other such instruments used to increase communicative activities taught peers and children with disabilities how to initiate and maintain contact and how to sustain communication."
Tags: teacher, student, social, inclusion, development
Abstract This paper addresses the controversial educational procedure of inclusion, where students with special needs are "included" into the school system in classes whose students do not have special educational needs. This paper investigates the research that indicates that the inclusion process does not have any negative effects for either the special needs students or the class as a whole, and does not place additional burdens on the teacher. This paper includes an introduction, a definition of inclusion and research conducted in the field. The paper shows that inclusion programs are designed to promote acceptance of special needs students in public education.
From the Paper "This criticism, while perhaps well- intentioned, is not justified by the scholastic journals. Indeed, the majority of critical sources suggest that the opposition is misinformed, and that studies find that students with special needs do not have a negative impact on their classrooms. This particular theme, where students who can be considered "tradition" students as they do not have special needs, is often not the primary focus of research targeting inclusion policies but is often noted in the articles relating to the subject."
Abstract The paper explores the concerns of a number of researchers that the inclusive classroom is something for which the current education system is ill-prepared to facilitate (at least properly) and the paper also considers the argument of nay-sayers that the inclusive classroom creates the potential for damaging disruptions. On the other hand, the paper looks at those who favor the inclusive classroom and substantiates their favorable opinion by examining the emotional and (especially) scholastic benefits to LD students because of placement in an inclusive classroom.
From the Paper "The following paper will examine eight scholarly sources which explore whether or not inclusive classrooms that permit learning-disabled children to learn alongside unimpaired children is worth the considerable cost of training and equipping teachers to address the special needs of these young people. As one might expect in an issue of this complexity, both sides of the debate must examined. Consequently, the first half of the paper will explore the difficulties that the inclusive classroom creates - at least in the considered view of critics."
Abstract This paper takes a broad approach to school inclusion with the goal of showing how an inclusion program, when implemented and understood correctly, can work to benefit all students involved, both special and regular education. This paper is aimed at a New York City middle school where the student population is comprised of both general and special education students, including profoundly retarded and autistic students. The author states that the issue of classroom inclusion of students with disabilities is an ongoing pedagogical question and one that remains a controversial subject and attempts to present the points of view of those for and those against.
Outline:
Background
Introduction
The Role of Collaboration
A Broad Definition of Inclusion Coordinating the Collaboration: The IEP.
From the Paper "Collaboration is an essential role in the day-to-day routine of the special educator. In order to provide a well-rounded education to students with disabilities, the special educator must collaborate with various individuals both inside and outside the school environment. For example, the special educator must collaborate with the student with disabilities family and parents. Further, the special educator must collaborate with such colleagues as physical education, music, art and other co-curricular activities. More so, if inclusion is used in any manner, the special education teacher must collaborate with the regular classroom teachers in order to find areas within the regular curriculum where the student with disabilities can participate. (Willis, 2007)"
Tags: special education, disabilities inclusion school classroom pedagogical teaching teachers students
Abstract This paper provides a definition of inclusion and then describes the concerns of educators concerning the practice of inclusion. The paper also analyzes the positive and negative aspects of inclusion.
From the Paper "The following research paper presents the topic of inclusion. Inclusion is presented within the context of current practices found. The concerns of educators and others as they relate to the positive and negative aspects of inclusion are discussed. Following this discussion, a summary and conclusions are presented. Confusion regarding the definition of inclusion continues, with the terms inclusion and mainstreaming being used interchangeably. Neary and Halvorsen presented inclusion as the practice of including children with disabilities as members of a school site with..."
Abstract This paper describes several approaches to implementing inclusion policies for special needs students. Inclusion is defined as keeping special education students in the "least restrictive environment," which often means within the regular classroom. Five models of inclusion are examined. These include one regular teacher and one support teacher; station teaching, parallel teaching, alternative teaching, and team teaching.
From the Paper "In some inclusive classrooms, one classroom teacher has expertise on the topic being taught while one has expertise regarding academic skill strategies that can be used to help struggling students master the work (Daack, 1999). This approach is sometimes called "teach/support." The curriculum-based teacher does the planning and grading while the special education teacher focuses on helping individual students master core concepts or survival skills (UM, 2006). In this approach, the two teachers collaborate, but each teacher has a different approach to instruction and brings different strengths to the collaborative teaching setting."
Abstract This paper discusses current thought and research on inclusive education as a substantial element of educational policy and practice. The paper defines the term and examines views and current research on inclusion in the American public school system.
From the Paper "Inclusive education is defined as disabled and non-disabled children and young people learning together in ordinary pre-school provision schools colleges and universities with ..."
Abstract This paper looks closely at the ideas surrounding autism and special needs education. The paper poses as its thesis that inclusion can be effective but in many cases it is not to be used as such. For an example, it looks at a highly effective case study involving autism and inclusion. The paper analyzes many elements which may have contributed to this success, why others have not evidenced this success and also offers new insights.
Abstract This paper provides a review of a 2002 peer-reviewed journal article, "Regular educators and students with physical disabilities" that deals with regular education teachers faced with the inclusion of students with physical disabilities in the classroom. The authors conclusion is that the teachers lack both confidence and knowledge teaching these students. The paper is written from the point of view of a special educator.
Abstract The purpose of this study is to determine what, if any conflicts of law are presented to educators and administrators of schools in compliance with the 'The Individual with Disabilities Education Act' and the 'No Child Left Behind Act', specifically that of inclusion. Further, this work researches inclusion in education and examines the pros and cons of inclusion as well as the laws that have been passed which affected inclusion. It also explores the types of methods used to teach in an inclusive classroom. Includes case studies and several tables and graphs.
Education: Inclusion Abstract
Chapter One
Introduction
Background of the Study
Statement of the Problem
Purpose
Research Question
Assumptions
Delimitations
Definitions
Summary
I. Facts of Inclusion and the Laws Governing Classroom Practices
II. Case Study Findings
A. Case Study One
Case Study Two
Case Study Three
Case Study Four
Conclusion
From the Paper "The law with IDEA and the law in Section 504 of the Rehabilitation Act of 1973 are conflicting laws when viewed from the administration and educators view. Inclusion is a problem only where resources are restricted from fulfilling the funding aspect that is a vital requirement for successful inclusion. Without the resources available for successful implementation the consultative/collaborative environment that is one of the ingredients in the success of inclusion then there is no way for inclusion to be positive for all students thereby creating a level of discrimination in the classroom. Findings also show that there is a chance of discrimination in use of inclusion in the classroom."
Abstract In this article, the writer notes that the manner and process in which special needs children receive education in school settings has emerged in recent years as a concern for parents, teachers and policy-makers alike. The writer points out that a method of teaching disabled children that has received a widespread amount of attention is the concept of inclusion. As a result, inclusive classrooms have become a topic of debate, and many educators and parents have raised important points about the advantages and disadvantages of these classrooms. This paper examines the inclusive learning environment for special needs junior high and high school students. Further, the writer discusses the success of this method, taking into consideration the strategies and statistics of this teaching method.
Outline:
Introduction
The Inclusive Learning Environment
Case Studies
Benefits of Inclusion The Effectiveness of Inclusion Arguments Against Inclusion Conclusion
From the Paper "In this case, Daniel R.R. was not a good candidate for inclusion because of his developmental age of two to three years of age. One can conclude that for another age group, an inclusive environment would have better suited the student, such as a junior high or high school level."
"For example, in another case a 16-year-old child was placed in a private school inclusive learning environment after being pulled out of a special needs program at a public school. The parents received reimbursement for the private school because they were able to show that their daughter made significant achievement gains during a three year period at the private school, and that she had also obtained a high school diploma as a result of the inclusive classroom at the private school."
Abstract The paper reviews four separate reports on the pros and cons of inclusion in the elementary school setting. The paper examines "Toward Refined Instruction Through Inclusion: Evaluation of an Elementary School Inclusion Program" by Russell Johnston, "Mainstreaming - Instructional Strategies and Reflective Practices" by Kim Harries, "Two Parents: Two Points of View: The Pros and Cons of Inclusion" by Scott Caitlin and "A Special Approach to Inclusion" by Sint-Lodewijkscholen.
From the Paper "A Special Approach to Inclusion" by Sint-Lodewijkscholen."Inclusion is a much-debated topic and this is particularly true in the elementary school environment. This is evidenced in a report entitled: "Teacher's Attitudes Toward Inclusion: Survey Results from Elementary School Teachers in Three Southwestern Rural School Districts" reported in the Rural Education Quarterly Spring Issue 2003 by Hammon and Ingalls. This work reports the benefits identified by those who support inclusion as well as the reasons that inclusion have not bee supported. There are many benefits and as well, there are many drawbacks to inclusion in the elementary school setting as evidenced in the work of Hammon and Ingalls (2003)."
Abstract This paper reviews three works: "Impact of Inclusion Education on Academic Achievement, Student Behavior and Self-esteem and Parental Attitudes" by L.G. Daniel and D.A. King; "Despite Best Intentions: When Inclusion Fails" by N. Mamlin; and "I Believe in Inclusion, but..." by M.K. Smith and K.E. Smith. All three studies considered in this paper address various aspects of the problem of inclusion in the U.S. educational system, two from a very hands-on point of view and one from a more quantitatively organized approach. The paper shows that what all three have in common is that they all show that it takes an enormous amount of involvement by both the school district and staff to make an inclusion program work and, even then, it works only under certain conditions. Each of the three articles points in the direction of what conditions must be fulfilled in order for inclusion to have the best possible effect on all the populations involved and, especially, on the students? ability to learn.
From the Paper "The major findings of the Smith & Smith study were surprising. They found that virtually all the teachers regarded a great majority of the students as "exceptional" in some way (Smith & Smith 2000, p. 161). Even if they had not been identified as exceptional, the teachers noted that they spent a lot of time in dealing with behavioral issues, regardless of the student label. Other findings revealed that it takes an enormous amount of extra help for a teacher to be successful with inclusion; others simply thought it did not work, period (Smith & Smith 2000, p. 161)."
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)."
Abstract This paper examines how educational institutes throughout the country are seriously considering inclusive education since there is a growing consensus that specialized education systems have not bought forth the expected results. It discusses how specialized education systems, which were developed for children with various degrees of learning disabilities, have proved to be more of a problem than a solution. It analyzes how inclusive education on the other hand would not only improve the social skills of these special students (where they get a chance to mingle with others) but also develop the tolerance of the normal students. Through a literature review and study proposal, it evaluates the factors involved in the implementation of inclusive education system with an emphasis on the role of teachers.
Outline
Introduction
Statement of Problem
Review of Literature
Debbie Staub: ?Inclusion and the Other Kids? (1996)
Article Title: Exceptional Children: Introduction to Special Education, Boston: Allyn and Bacon.
Scruggs and Mastopeiri (1995)
The Least Restrictive Environment (A legal Perspective)
Vital Factors for Success of Inclusive Education
Statement of Hypothesis
Method
Conclusion
From the Paper "From the psychological perspective as well secluded education is more damaging. Inclusive education on the other hand would not only improve the social skills of these special students (where they get a chance to mingle with others) but also develop the tolerance of the normal students. Though, among parents there is division in opinion regarding inclusive education in majority of cases they seem to favor inclusive education as being more productive from a futuristic perspective of the students. ?Both research and anecdotal data have shown that typical learners have demonstrated a greater acceptance and valuing of individual differences, enhanced self-esteem, a genuine capacity for friendship, and the acquisition of new skills."
