Abstract
This paper presents a look at the philosophical, behavioral and instructional strategies for mainstreaming special needs students within the regular classrooms. It looks at the growing widespread acceptance of inclusion of all students.

Tags:Mainstreaming, inclusion, special needs students

Abstract
This paper discusses how the concept of inclusion or mainstreaming of developmentally delayed students was born in a time when education for these students was inadequate and parents and educators rallied together to attempt to offer a solution. It looks at how since that time incredible strides have been made in the field of special education and the intellectual tools to offer adequate education for special needs students outside of a mainstreaming system. It analyzes how mainstreaming has now been embraced as the norm and how funding for alternatives has to some degree decreased because it has once again become thought of as secondary to the success of the general population of students. It evaluates how mainstreaming borne of good intentions has now become not a way for disabled students to achieve success but another way for them to continue to be denied it.

From the Paper
"The difficulty then is finding a solution that both meets the needs of the special need children and is functional within an education system that has to a large degree fully embraced the concept of inclusion. There are more proponents and few opponents to mainstreaming. Those opponents willing to speak out are often regarded as uninformed and dismissed out of hand. Most research is intended to search out success rather than failure of mainstreamed environments leaving little options for opposition. Working with educators and administrators to find a solution for the real problems associated with inclusion and to ensure that challenged students will continue to be offered alternatives is imperative. Regardless of the ideal educators and administrators will offer a hand to teachers and parents with real life problems and concerns associated with mainstreaming."

Tags:disabled, students, education, system

Abstract
This paper argues that mainstreaming handicapped children is appropriate and beneficial to all students. The paper also examines existing literature on the topic in order to determine the most effective method of mainstreaming as well as how to improve upon the process.

From the Paper
"In education, the practice of teaching mentally or emotionally handicapped children in regular classrooms with non-handicapped children is known as mainstreaming. There has been an increasing interest in this practice since the 1960s due to numerous factors. For example, recent research shows that many handicapped students learned better in regular than in special classes. In addition, there have been charges that racial imbalances existed in special education classes. The federal Education for All Handicapped Children Act of 1975, which states that all handicapped children have the right to a "free and appropriate" education in the "least restrictive environment", has been frequently interpreted as supporting the expansion of mainstreaming (Columbia University Press, 2003)."

Tags:special, disabilities, compatible, classroom, prepare, understanding, emotional, behavioral, difficulties

Abstract
This paper explains that mainstreaming special children in learning provides them with opportunities to gain knowledge and skills in a method that suits them. The paper claims that it is also a process of allowing them to accept their disabilities and make themselves function at their best. The paper aims to define several ways that a teacher can help and support special children by mainstreaming them in a choir.

From the Paper
"Similar to the visual type of learner, a music teacher can provide non-traditional learners with movement activities that may be related to music learning. Research and studies show that if movement activities are helpful to the learning process of individuals without disabilities, it is similarly effective to the learning process of disabled individuals. This is because movements can serve as alternatives in the memorization of information and movements such as dances are easy to remember. For students with physical disabilities, however, it is not necessary that the movement method will involve the whole body of an individual. For instance, hand movement is as effective in learning as with full body movement."

Tags:disabilities, special, education

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
The inclusion of mentally challenged individuals in the general social, educational and occupational contexts which are welcoming to mainstream populations is a goal which appears to parallel the progressive orientation of our culture. This paper provides a review of the relevant peer-reviewed and scholarly literature concerning the pros and cons of inclusive practice in the nation's schools today in order to develop a snapshot of current approaches as well as roadblocks to mainstreaming mentally challenged students. To this end, an introduction of the topics under consideration is followed by a review of the literature and a summary of the research and salient findings are presented in the conclusion.

Outline:
Introduction
Topic and Its Background
Focus
Strategy
Literature Review
Background and Overview
Obstacles to Inclusion.
Benefits of Inclusion.
Implications for the Mentally Challenged.
Discussion
Summary and Conclusion

From the Paper
"Today, there is a groundswell of emotional debate concerning the benefits and disadvantages of mainstreaming mentally challenged young people in the nation's classrooms. According to Tilson and Rose (2003), a useful definition for inclusion that implies the increasing participation and active involvement in all aspects of education for mentally challenged students is the following: "Inclusion refers to the opportunity for persons with a disability to participate fully in all the educational, employment, consumer, recreational, community and domestic activities that typify everyday society" (p. 1). Inclusion, also commonly termed "mainstreaming," though, requires educators who are trained and equipped to deliver the special educational services these young people bring to the classroom, together with their non-disadvantaged peers. In this regard, a special educator is one who helps those young learnres with individual learning disabilities pursue the attainment of educational proficiency comparable to that of mainstream population students. This is a definition culled from the provisions of the National Board of Professional Teaching Standards (CEC, p. 1) "

Tags:inclusion, classrooms, disability, discrimination

Abstract
This paper provides an insight into mainstreaming or inclusion where disabled children are placed in normal schools with the general school population in order to improve both the academic and social experience for disabled students. It examines how the the underlying theory is that disabled children benefit from being part of the mainstream, preparing them better for what they will encounter throughout most of their lives. It shows how it is also believed they will be able to learn better in such an environment. It looks at how critics generally either believe that this is not the case and that these children will not learn as well, or that the presence of disabled children in class will somehow be disruptive and will reduce the learning potential for non-disabled children. It evaluates how programs have now been in place for some years and can be assessed as to their effectiveness.

From the Paper
"The move toward mainstreaming has been spurred not just by educational theory and administrative decisions but by court cases as well, and the general rule that has emerged from various federal cases is that children should be placed in what are called least restrictive environments (LRE). For most children with disabilities, the LRE will be the regular education classroom, but for others, placement in a more specialized and restrictive environment will be necessary for the child to incur "some educational benefit" (Thomas and Rappaport)."

Tags:classroom, inclusion, programs, special, education

Abstract
This paper discusses the concept of mainstreaming, which incorporates special needs students into regular classrooms. The paper examines the difficulties of teachers have who have less time to spend on 'regular' students. The paper also looks at the way the students themselves are affected.

From the Paper
"The task of the public school teacher that already seems insurmountable has been made more difficult with the mandated mainstreaming of students into normal or regular classrooms. As a result, teachers have to scramble to adjust their learning styles to accommodate the special needs students whose learning style may be different, and who very likely has the potential for being disruptive in the classroom."

Tags:student, teacher, classroom, special

Abstract
This paper examines the controversial debate between inclusion and mainstreaming special education students in learning institutions, government institutions and families in today's society. It analyzes the debate from a variety of angles in order to formulate an idea of their effectiveness, because it is to subjective. The paper demonstrates how both inclusion and mainstreaming are designed and looks at recent literature and research to determine the success rate of inclusion and mainstreaming. This paper provides an overview of the concept of inclusion and mainstreaming, as well as provide research into both sides of the debate. It illustrates which method, if either, is best for both our special needs students and society as a whole.

From the Paper
"According to Joy Rogers of Phi Delta Kappa's Center for Evaluation, Development, and Research (1993), there are two types of inclusion. Regular inclusion refers to the "commitment to educate each child, to the maximum extent appropriate, in the school and classroom he or she would otherwise attend." The concept involves bringing support services to the child, rather than taking the child out of the regular classroom for services (York, et al. 1993). A second form of inclusion is called full inclusion. This concept refers to placing the students, despite any handicapping condition and regardless of the severity, in a regular classroom permanently (Rogers, 1993). All services must be taken to the child in the classroom setting."

Tags:special, education, student, learning, institution, school, classroom, joy, rogers, student, child, regular, full, class, manset, melvyn, semmel

Abstract
Previous studies have not always resulted in consistent results on the success or lack of success while mainstreaming students with disabilities and special needs. The paper shows, however, that in 50 studies comparing the academic performance of mainstreamed and segregated students with mild handicapping conditions, the mean academic performance of the integrated group was in the 80th percentile, while the segregated students score was in the 50th percentile. This paper proposes a study to prove the marked improvement in the scholastic achievement of mainstreamed ADHD students participate.

Table of Contents:
Introduction
Questions to be Asked by Parents / School
Ethical Questions
Definition of Subject / Participants
Hypothesis
Definition of Procedure
Sample Evaluation Form
Bibliography

From the Paper
"Prior to mainstreaming, the family needs to be informed of what will transpire if the move to a regular classroom does not work out. What if a bully in the art class makes fun of the child s disability? Who handles that, if the teacher cannot always control the bully? What if the child is an African-American and the class he is moved into is largely Caucasian, with redneck roughnecks in the back of the room making racially inappropriate remarks? What if the child is Middle Eastern, with a name such as Mohammed, and rude boys in the new class re-name him bin Laden or another derogatory title?"

Tags:IDEA, APA, hyperactive, Lindamood-Bell