Educators and Early Childhood Inclusion
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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.
Review of Literature
Review of Literature
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."
Sample of Sources Used:
- Batchelor, Denise, & Taylor, Heather (2005). Social Inclusion--The Next Step: User-Friendly Strategies to Promote Social Interaction and Peer Acceptance of Children with Disabilities. Australian Journal of Early Childhood, 30, 10.
- Etscheidt, Susan (2006). Least Restrictive and Natural Environments for Young Children with Disabilities: A Legal Analysis of Issues. Topics in Early Childhood Special Education, 26, 167.
- Fleming, Alexandra Rockey (2002, November 17). Everyone Learns from Inclusion;
- Specially Designed Instruction Puts Students with Disabilities in Regular Class Environments. The Washington Times, p. D01.
- Grieshaber, Susan, & Ryan, Sharon (2005). Shifting from Developmental to Postmodern Practices in Early Childhood Teacher Education. Journal of Teacher Education, 56, 34.
Cite this Research Paper:
Educators and Early Childhood Inclusion (2008, June 19) Retrieved December 06, 2022, from https://www.academon.com/research-paper/educators-and-early-childhood-inclusion-104614/
"Educators and Early Childhood Inclusion" 19 June 2008. Web. 06 December. 2022. <https://www.academon.com/research-paper/educators-and-early-childhood-inclusion-104614/>