Learning-Disabilities and Elementary Schools

Introduction and Philosophy of Inclusion

One of the most important beliefs of our democracy is that every child raised in the United States deserves an appropriate education, for only through such an education is it likely that each individual will be able to realize his or her potential. The ideal for every student in every classroom is that each child should be helped by the school system to go as far as possible. And yet despite the common acknowledgement that our schools should give a good education to each student, all too often such an education remains an out of the reach students with special needs. This paper proposes a research project that will investigate strategies that can be successfully used to improve academic achievement, behavior, and social skills among elementary students with learning disabilities. The purpose of this proposed research is to determine the ways in which schools can use their limited resources to meet the needs of exceptional students who are currently often ill-served by current school systems.

Much of the research that has been conducted on learning disabilities groups together students' by particular learning

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clusive education is that there are important connections between the academic elements of learning and the behavioral and emotional aspects of learning. Children with disabilities who are being educated only with other disabled children may miss out on key skills in learning that come about through a more collaborative, student-centered approach. If this is the case, then those children who are being educated in an inclusive, constructivist classroom are likely to fare the best. However, if children with learning disabilities are better served by a classroom environment in which (for example) intensive phonics instruction is provided by a teacher working directly with a student, then self-contained special education classes may in fact be more beneficial to children with learning disabilities. In reality, there is probably no single classroom environment that is most beneficial for all children with learning disabilities, but this proposition must be investigated scientifically. Certain classroom strategies may work well for children with reading disabilities (Fowler, 1998; Bond & Dykstra, 1967) while others may work better for those with behavioral problems such as those arising from ADHD. On the other hand, one type of classr
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Approximate Word count = 1348
Approximate Pages = 5 (250 words per page)

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