Limiting Inclusion
This is an excerpt from the paper...
Stout (2001) defines inclusion as the integration of special needs children into the regular educating setting and notes that this practice is based on the Disabilities Education Act (IDEA) which states that the placement of a disabled student must be in the "least restrictive environment," which is defined as the environment closest to the general classroom in which the student's individual needs can be met. However, as noted by Kavale (2002), the notion of inclusion has been somewhat controversial, and continues to be so as the years go by. For the most part, this controversy concerns the specification of what should properly be considered "the least restrictive environment." In other words, are some disabled children best off in the regular classroom as this is the least restrictive environment for them while others are better off in special schools because, given the severity and nature of their disabilities, any other setting would in fact be restrictive? On one side of the argument, advocates say that not only do disabled children have an equal right to membership of the same groups as everybody else, but further note that a segregated education restricts that right and limits opportunities for self-fulfillment for all children, no matter their degree of handicap. As noted by Capper, Keyes, and Frattura (2000), this side of the argument states that people with disabilities or learning difficulties do not need to be separated or protected, and that th
. . .
or different as they felt when in segregated schools. Second, Salend states that there is some research support for the idea that disabled students mimic the behaviors of their peers now that they are on a more equal level and this levels the playing field, enabling them to learn and grow in new ways as well as to adjust to the harder curriculum and challenge themselves in their new setting. They form new friendships and do not feel that they can only be friends with the students who are disabled. As with their non-disabled peers, disabled students are also better prepared to deal with the diversity of the real world.
If benefits were all that obtained as a result of inclusive education, then the argument for making it available to more and more disabled students without restrictions would be valid. Unfortunately, not all disabled students benefit from inclusive education, nor do non-disabled students. Thus, there becomes a question of whether, at some point, the disadvantages outweigh the advantages. In order to answer this question, it is first necessary to look at the disadvantages.
With respect to the disadvantages of inclusive education, Slee (2001) as well as (Davis, 2003) report that the literature shows some relati
. . .
Some common words found in the essay are:
Petch--Hogan Haggard, Findings Literature, Atkinson Howard, Nonetheless Slee, Act IDEA, Keyes Frattura, Moreover Slee, Research Question, Petch-Hogan Haggard, inclusive education, Pi Record, disabled students, non-disabled students, slee 2001, salend 2004, disabled non-disabled, special education, regular classroom, disabled children, disabled non-disabled students, special students, disabled students special, students special schools, academic emotional social, salend 2004 notes,
Approximate Word count = 1933
Approximate Pages = 8 (250 words per page)
More Essays on Limiting Inclusion
|
Customer Service
to Over
32,000 Professionally Written Papers!!!
