| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "INCLUSION SYSTEM": |
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Inclusion System, 2002.
This paper discusses the significance of inclusion technique in education.
2,400 words (approx. 9.6 pages), 6 sources, $ 89.95
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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.
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Inclusion Discipline in Education, 2004.
An analysis of inclusive educational systems.
912 words (approx. 3.6 pages), 5 sources, MLA, $ 32.95
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Abstract
This paper discusses inclusion discipline in the educational system. The paper explains that recently there has been a push throughout the nation for the placement of special education students in the regular classroom environments. The paper examines the actions that must be taken by an administrator when making provisions to ensure that the students receive quality education and also to reflect that the methods utilized in the Individualized Educational Program are promoting quality behavior in the regular classroom.
From the Paper
"Inclusive education has faced many challenges in the classroom that is so diverse in terms of student's needs and accommodations. The Individuals with Disabilities Act was passed with the intent of protecting and integrating disabled individuals. To complicate matters the passing of the "No Child Left Behind Act" by the present administration brought with it what has the feel of a "conflict of interest" in view of the pre-existing IDEA legislation. Through the evaluation of IEP's, or the Individualized Educational Program, the program that evaluates students and assists in the decision making as to whether they will be included in the regular classroom environment, which is termed "inclusion" or if the individual will be contained in the special education class."
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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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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 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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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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Inclusion in New Zealand, 2007.
An analysis and synthesis of the literature available on inclusion, with specific attention to New Zealand resource teachers.
2,060 words (approx. 8.2 pages), 13 sources, MLA, $ 64.95
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Abstract
The paper relates that New Zealand resource teachers work with students with high special needs or physical needs and sometimes those who are low academic achievers. The paper defines inclusion as situations where students are educated in mainstream classrooms to the greatest extent appropriate. The paper argues that inclusion is likely to result in positive outcomes when students demonstrate mild to moderate learning and behavioral needs, when it is age appropriate and when it helps with social development. The paper points out, however, that inclusion practices need to be tailored to meet the needs of specific students for it to be a successful practice.
Outline:
Introduction
Part I - Define Inclusion
Part II - Implications of Inclusion for Special Educators
Section Three - Analyse Cluster of Approaches
From the Paper
"Inclusion historically has been interpreted and defined in many ways, and is often considered synonymously with mainstreaming. It is important that one differentiate between the two. As Corbett (2001) suggests the term "inclusive" with regard to education is often abused and used so frequently it carries little true value or meaning. The term inclusion is often applied to education and often entails "abandoning labeling and special resources for individual needs to cost cut" by masking such practices as equality (Corbett, 10). But what is inclusion really, and how does one prove its strategies and incorporate them in the mainstream classroom?"
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Inclusion of Disabled Children, 2006.
This paper discusses the inclusion of students with disabilities into the conventional classroom and how it has become more prevalent in many educational facilities.
1,091 words (approx. 4.4 pages), 26 sources, MLA, $ 38.95
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Abstract
The writer explains the concept of inclusion; mainstreaming children with disabilities in regular schools. The author says that this is largely due to the requirements of federal law which encourages the inclusion of disabled students in normal education. The benefits and difficulties of inclusion are studied with the writer including his/her personal opinion that inclusion is beneficial not only for the disabled child, but for the non-disabled student as well. The writer explains the teaching processes that would be employed and concludes that although inclusion may be difficult, it can be successful.
From the Paper
"In the 1700's the idea of helping the disabled was initiated during the French Enlightenment. This approach was to spread and the first school in America to help a disabled group, the Asylum for the Education and Instruction of Deaf and Dumb Persons, was opened in Connecticut in 1817. (Including the Disabled Student) This was to lead to other schools such as the Massachusetts School for Idiotic and Feeble-Minded Children in 1850, which was one of the first institutions set up specifically for mentally retarded children.
"The realization that separation from others did not advance the education and treatment of the disabled was understood by, among others, Alexander Graham Bell. He wrote that, "Exclusive association with one another...only aggravates the peculiarities that differentiate them from other people, whereas, it is our object by instruction, to do away with these differences, to the greatest extent possible."
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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 and its Effects on Students", 2003.
This paper examines the article, "Inclusion and its Effects on Students", by Kay E. Walker.
2,719 words (approx. 10.9 pages), 1 source, MLA, $ 81.95
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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.)"
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Behavioral Approaches for Inclusion, 2005.
A look at why inclusion of students with emotional or behavioral problems is not always successful and some approaches that can help make it successful.
1,073 words (approx. 4.3 pages), 5 sources, APA, $ 37.95
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Abstract
This paper describes how the school inclusion process is supposed to work and what it is supposed to accomplish. The paper also explains that it often does not succeed because schools often think they're using inclusion when they are not. The paper further explains that true inclusion requires careful planning, teamwork between the regular and special staff, and expert guidance, and then goes on to describe and discuss a tool available to school staff members, the "Functional Behavioral Assessment", that is highly effective when working in an inclusion setting.
From the Paper
"Students with emotional or behavioral problems face serious hurdles both in school and when their education has ended. Few receive services outside the school, making school the only place they receive any help (Mannella et. al., 2002). In recent years, professionals have devised better ways for dealing with these students (Childs et. al., 2001). The approaches include inclusion in regular settings instead of isolating the students in special settings whenever possible, using tools such as functional behavioral analyses (FBA), and using the results of behavioral analyses to plan positive educational and behavioral interventions."
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Inclusion: Boon or Bust!, 2001.
An investigation of the effects of the inclusion process on disabled students, traditional students, and teachers.
1,271 words (approx. 5.1 pages), 16 sources, $ 43.95
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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."
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