| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "FULL INCLUSION": |
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Full Inclusion in Schools, 2002.
This paper introduces, discusses and analyzes the topic of Full Inclusion, which calls for the integration of studentswith disabilities into regular classrooms in the United States' education systems.
2,135 words (approx. 8.5 pages), 8 sources, MLA, $ 66.95
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Abstract
This paper supports Full Inclusion and describes the use of it in the classroom, which may be controversial and problematic in some areas but is functioning in school districts across the nation. The author states that studies have proven that full inclusion aids in a student's personal and educational involvement and assimilation. The paper argues that more funding should be made available.
From the Paper
"The Education for All Handicapped Children Act (P.L. 94-142) first discussed the issue of full inclusion of students with disabilities in 1975. The act guaranteed "free and appropriate public education in the least restrictive environment" for all children with disabilities. In 1991, the act was amended and renamed the Individuals with Disabilities Education Act (IDEA). However, the act did not mandate full inclusion, and the courts have ruled on several different conceptions of the Act and its meaning. Schools are not required to provide full inclusion to students, and many do not, for a variety of reasons, including funding, lack of teacher training, and even misinterpretation of the term."
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Full Inclusion, 2003.
An analysis of the principle of the full inclusion of disabled children into the general curriculum of teaching.
5,224 words (approx. 20.9 pages), 18 sources, MLA, $ 130.95
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Abstract
This paper is on the principle of full inclusion of disabled children into the general curriculum of teaching. It takes a look at the description of the terms related to this phenomenon and then takes a look at the pros and cons of such a system applied to an average school. Many research studies and ideas of the previous researchers into the subject are taken into account, and a conclusion is reached about the effectiveness of the application of such a system into our schools.
From the Paper
"The inclusion of students in the general education classroom who have traditionally been served in remedial and pull-out service models requires staffing patterns that bring necessary supports to the general classroom setting. A variety of models are emerging in inclusive schools that are based on some form of teacher collaboration and teamwork. This can occur in many ways, ranging from consultation and support teams to more ongoing collaborative relationships that may take the form of co-teaching (Friend & Cook, 1996). In whatever form the sharing of previously separate disciplines and expertise takes, this is clearly a new experience for most teachers."
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Full Inclusion in Special Education, 1995.
This paper examines the necessity for a full-inclusion policy in connection with special education anad analyzes the legal, educational, practical aspects of expanding mainstreaming to include severely disabled students in the public school.
1,575 words (approx. 6.3 pages), 25 sources, $ 55.95
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From the Paper
"The purpose of this research is to examine the necessity for a full-inclusion policy in connection with special education. The plan of the research will be to set forth the policy goals and options under the Individuals with Disabilities Education Act (IDEA), which mandates provision of a least restrictive environment for special students, and then to discuss the legality of full inclusion versus mainstreaming or partial inclusion.
The limits of debate regarding IDEA are set forth ..., with a view toward showing that public policies emanating from the law, perceived as advocacy for those whose physical, mental, or emotional disabilities demonstrate a need for special beneficial educational treatment, appear to be subject to interpretation of legal meaning or intent."
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Educational Inclusion Policies, 2005.
This paper discusses the problems of full educational inclusion policies for emotionally disturbed children.
835 words (approx. 3.3 pages), 2 sources, MLA, $ 29.95
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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."
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Inclusion for Autistic Children, 2007.
A study exploring the effectiveness of full inclusion for children with autism.
2,703 words (approx. 10.8 pages), 22 sources, MLA, $ 81.95
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Abstract
The paper discusses the laws about the placement of autistic children in inclusive settings, reviews various methods used in the classroom to teach the child and discusses parents' perspective towards inclusion. The paper provides an overview of previous studies, strategies and pilot programs to analyze the effects of inclusion. The paper explores the concerns involved and the many good reasons to include autistic children in general education classrooms. The paper demonstrates how inclusion could be done successfully and appropriately if professionals have a true understanding of inclusion. The paper contends that all children with special needs have the right to be integrated into the classroom, unless the nature of their disability makes this process not beneficial to them.
From the Paper
"Having a child with a disability is not an easy responsibility for families, especially when the child does not have a disability that is apparent to others. Their educational process may be compromised particularly if this child has been diagnosed with autism, this is when a child has communication and social interaction issues. The child may need special services to satisfy have his or her needs. A family wants their special child to be treated normally and give them all the attention they needed because they are unique. "I want my child to have a normal life as much as he can", is a one of the statement often heard at Individualized Educational Plan (IEP) meetings with parents. This is what parents want with their child, living a normal and typical life despite his disorders."
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Inclusion Students, 2004.
A discussion about the importance of the teacher's role in the inclusion method of education.
1,099 words (approx. 4.4 pages), 5 sources, MLA, $ 38.95
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Abstract
This paper presents a detailed examination of the attitude of regular education and regular education teachers toward inclusion students. The writer explores the factors that come into play when implementing full inclusion of students with special education needs into a regular education classroom.
From the Paper
"Years ago, special education students were shuffled down to the end of the hall in a classroom that was far away from the mainstream students of the school. They not only had separate classrooms but often had different lunch periods and recess, which meant they never co-mingled with the regular education population(Cawley, 2002). In the 1960?s the federal government declared such practice illegal and mandated that special education students were to be educated in the least restrictive environment. For the past four decades educational systems have scrambled to figure out exactly what that means and then comply with it. The end result has been the complete full day inclusion of as many special education students as possible nationwide."
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Educational Inclusion Philosophy, 2007.
An examination of the inclusive practices in education with respect to learners with disabilities.
1,141 words (approx. 4.6 pages), 11 sources, APA, $ 39.95
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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)."
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Inclusion, 2007.
This paper discusses the importance of educational inclusion and argues that inclusion can produce a positive and beneficial experience.
934 words (approx. 3.7 pages), 5 sources, MLA, $ 33.95
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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."
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Inclusion and the Dilemmas Facing Schools, 2007.
This paper discusses inclusion and looks at the dilemmas facing schools in identifying and implementing inclusion policies in practice.
2,357 words (approx. 9.4 pages), 8 sources, APA, $ 72.95
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Abstract
In this article, the writer discusses that inclusion presents dilemmas in principle because the real human right, that all pupils receive a good education, is easily confused with something else, that all pupils receive the same education. The writer maintains that inclusion also creates dilemmas in principle because it represents an intensification, and not a resolution, of a dilemma that has always been inherent within mainstream education - how to impart a single education to children who are different from one another. Finally, the writer notes that inclusion also presents dilemmas in practice for a host of reasons to do with implementation at school governance and individual classroom level for which high-sounding statements about 'community', 'infinite potential', 'inclusion' etc. offer no guidance. The writer concludes that in this context, the religious education (RE) teacher has a duty to use the unique capacity of RE to capture the unique potentials of pupils whose particular challenges can only be appreciated over the long-term by a vigilant and caring class teacher.
From the Paper
"As well as presenting dilemmas - and conflicts of interest - in principle, there is a vast range of practical dilemmas arising from inclusion of which the following represents the tip of the iceberg. Where pupils present severe behavioural problems, for example, schools are faced with the dilemma of using resources for in-class support or using them to support intensive withdrawal work. Eventually, some schools face the dilemma of struggling to control pupils with extreme behavioural difficulties or excluding them altogether. Schools face a dilemma of diverting resources from mainstream education only to plough them into projects designed to cope with behavioural difficulties that could perhaps be treated more cost-effectively - without the diseconomy of small scale - beyond the individual school.
"A further dilemma that arises from the attempts to implement inclusion within school is that of developing systems, structures and procedures of enabling inclusion to occur. In the schools studied by Clarke and colleagues, the most common form of technology was in-class support."
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Inclusion in the Classroom, 2006.
A review of the inclusive classroom theory, aimed at helping children with learning disabilities reach their full potential.
1,350 words (approx. 5.4 pages), 9 sources, $ 53.95
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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."
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Inclusion in Education, 2005.
An in-depth study about whether inclusion is beneficial for all students.
4,874 words (approx. 19.5 pages), 21 sources, MLA, $ 124.95
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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."
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Educators and Early Childhood Inclusion, 2008.
An examination of the inclusion of children with disabilities in a general classroom setting with children who are non-disabled.
1,483 words (approx. 5.9 pages), 7 sources, APA, $ 49.95
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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."
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Inclusion Programs, 2004.
Reviews three articles that deal with the effective implementation of inclusion programs in elementary schools in the U.S.
2,415 words (approx. 9.7 pages), 3 sources, APA, $ 73.95
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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)."
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Inclusion, 2007.
This paper discusses inclusive learning environments for students with special needs.
2,998 words (approx. 12.0 pages), 8 sources, MLA, $ 88.95
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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."
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Inclusion, 2007.
A discussion on inclusion of special needs children in mainstream preschools.
2,657 words (approx. 10.6 pages), 5 sources, MLA, $ 79.95
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Abstract
The paper explains that inclusion has long been a topic of debate within the sphere of education. The paper then presents a research proposal concerning inclusion programs for preschool students. The paper analyzes how, in an inclusion program individualized education programs (IEPs), serve as the bridge between special education and general education. The paper concludes that parental involvement is an essential component in ensuring that inclusion programs are successful.
Outline:
Introduction
What is Inclusion?
Methodology
Obstacles Associated With The Research
What Is Learned From The Research?
References
From the Paper
"The last major obstacle of this research will be conducting follow-up with parents. There are a total of 16 sets of parents that will be participants in the study. These parents will be asked to fill out a questionnaire which will inquire about their positive and negative feelings concerning the inclusion program. In addition, the questionnaire will inquire about the changes that parents have seen in their children since the program began."
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