Inclusion of Students With Disabilities

Inclusion of students with disabilities in regular education classrooms has become a hot topic in the current educational reform, and regular education teachers will play an important role in the educational experiences of the included special students. Because there is an existing relationship between attitudes and behavior, teachersÆ attitudes toward inclusion-related issues will play a significant role of their interactions with included special students, and also influence the quality of these studentsÆ experiences.

Regular classroom teachers are responsible for providing an education program for students with disabilities (Strosnider, Lyon, &Gartland, 1997). These teachers are routinely challenged in their efforts to plan for a diverse student population (Blanksby, 1997). As a result of this, inclusion is not a universally accepted concept or practice among educators and educational policy-makers (Fox & Ysseldyke, 1997). Teacher attitude is one of the most important variables in determining the success of innovative programs such as inclusion (Larrivee & Cook, 1979; MacDonald & Hardman, 1989; Parish, Nunn, & Hattrup, 1982; Stoler, 1992). Garvar-Pinhas and Schmelkin (1989

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ities and lessons (Palestis, 1994). Inclusion There are a vast number of views on the meaning of inclusion. Due to the different views, inclusion has become a hot topic in the current educational reform. Inclusion means providing a full continuum of service delivering options to all students with special needs (Davis, 1989; Slavin, 1990; West & Idol, 1991). Sydoriak (1996) defines inclusion as ôto participate in and be a part of ô the regular education class (p.40). According to Bricker (1995) and Odom (1996), children with disabilities receiving comprehensive services in a developmentally appropriate program side-by-side with children without disabilities and participating in the same activities, with adaptations to those activities as needed is considered to be a true definition of inclusion. Haas (1993) defined full inclusion as placement of children in regular education classroom who do not have disabilities. Idol (1997) contends inclusion is when a student with special learning and/or behavior needs is educated full-time in the general education program. All students being educated in the mainstream means that every student receives an education in regular education classes (Lusthaus & Forest, 1989). Smith and Dowdy
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Approximate Word count = 5924
Approximate Pages = 24 (250 words per page)

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