Abstract
According to this system, a special child is placed with regular children in order to provide them with the same level of education as other children. This system has been adopted by many schools nationwide and is found to have numerous benefits. The paper also states real-life experience of an elementary teacher with inclusion system and also a real court case to get thorough knowledge of this technique.

Abstract
This paper discusses the theory of inclusion with the education system.

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."

Tags:disabilities, disability, education, equality, inclusion

Abstract
This paper explains that full inclusion, which means the all children get the same education to the fullest extent possible, presents a problem with emotionally or behaviorally disturbed children that disrupt the classroom and whose needs are exceptional, requiring carefully considered instruction. The author points out that the situation for these children is made worse by behavior standards called "zero-tolerance", a policy that dictates that no instances of bullying will ever be overlooked; however, the student in question may not have better skills in place to replace bullying to meet his needs. The paper relates that one solution is to provide services in a "wrap-around" manner, a program works on all the stressors on the child's life rather than focusing only on the school day and emphasizes solving the child's problems within his natural environment.

From the Paper
"Under some circumstances, it is easier to think about inclusion for a student than under some other circumstances. It might be very easy to think about inclusion for a sweet boy with an IQ around 60 who tries hard and who rarely deliberately misbehaves. For some educators, it might be easy to think about inclusion for an autistic child who has academic potential, especially if the district has a good support system in place, with experts who can help them as they learn to meet that child's unique needs."

Tags:collaboration, interventions, zero-tolerance, wrap-around, systems

Abstract
The paper discusses how inclusion has been an issue in the educational system for roughly 40 years, with the concept being both ignored and supported by teachers throughout learning institutions. The paper points out however, that despite all of the time that has progressed since the initial focus on inclusion, a general consensus about how it should be accomplished or what the teacher's role in inclusion should be has not been established. Additionally, the paper relates that there are multiple opinions about inclusion throughout society and within the educational system that affect how teachers function in relation to inclusion in the classroom, and, the impact of inclusion on teachers in general has not been positive. The paper explores the research that demonstrates that new ideas about inclusion and positive approaches to inclusion have the ability of facilitating change.

Tags:edu, teacher, impact

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)."

Tags:special, education, self-esteem, early, childhood

Abstract
This paper will be divided into two sections. The first section will investigate an inclusion curriculum by examining several studies done on the role of children with physical and mental disabilities. The second section will explore the role of children who are not handicapped, but who differ from the other children by right of gender, race or other inherent characteristics. This paper will conclude by addressing the overall effectiveness of inclusion in the elementary school curriculum, based upon the available research.

Abstract
This paper examines the article about inclusion, which is a form of education that combines disabled, mildly disabled, and mainstream students into one educational system. It discusses how the article explains what inclusion is and why it is being implemented in schools across the country. There is a lot of disagreement on the effects of inclusion on various categories of students; this was addressed in the article. The legal history of the United States as it pertains to education and research on inclusion was also outlined.

From the Paper
"A major goal of inclusion is to make sure that all students have access to the best educational opportunities that the school system can provide them with, regardless of special needs. It relies more heavily on accommodation than segregation. Inclusion is difficult for most academic institutions because it involves a new way of thinking and teaching. As it now stands, most teachers teach to the class as a whole they do not teach their students on an individual or one to one basis. "The National Education Association supports and encourages appropriate inclusion, which includes programs that have placement options, professional development programs, time for teacher collaboration and planning, adequate support services and appropriate class sizes." (Walker et al.)"

Tags:education, disabled, mainstream

Abstract
The paper discusses the Individuals with Disabilities Education Act (IDEA) that grants an individualized program of education to students found eligible to receive special education services that meet their unique educational needs. The paper focuses on autism in the educational system. The paper explores the benefits, trends and disadvantages of inclusion of these students in the classroom and shows how a need exists to support teachers working in inclusive education programs to help promote student achievement. The paper discusses how greater collaboration and more collaborative teaching, as well as training for both special education and traditional teachers have been identified as important factors for making sure that inclusion programs work.

Outline:
Special Education Law - Background Information
Autism Spectrum Disorder
Autism Statistics
Inclusion/Benefits/Trends/Disadvantages
Summary of Review
In Service Training and Teacher Perception of Autistic Students
Discussion/Conclusions

From the Paper
"Very succinctly the IDEA supports individual instruction for children with disabilities and handicapped status to ensure they are provided "adequate educational opportunities" in an "egalitarian" environment (Smith, 1990:6). The law ensures that administrators prove compliance with efforts to promote egalitarian access to education, and ensures that teachers are provided formal plans for assisting students (Smith, 1990). Additionally parents are provided a voice in their student's education and students afforded the opportunity for a proper and meaningful education (Smith, 1990)."

Tags:disabilities, special, education, collaboration