Students With Disabilities in Regular Classrooms

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) submit that for inclusion to be successful, the regular classroom teacher who is primarily responsible for itÆs success through his or her implementation efforts and practices, be receptive to the principles and demands of inclusion. A receptive attitude on the part of regular classroom teachers

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programsö (Lee, 1998, p.26). Perry Preschool Project. The Perry Preschool Project was started in 1962 as an early attempt to translate PiagetÆs theory into practice. The purpose of the project was to seek out how children from a low minority community could improve school success through a preschool education (Barnett, 1990). Children in this program were to be educated by applying the principles of developmentally appropriate practices including, but not limited to, teaching the whole child, socially, emotionally, physically, and cognitively. The project followed students from preschool to 27 years old (Breedkamp, 1996). According to Struck (1994), the Perry Preschool Project focused on preschooler declared at-risk for retarded intellectual skills and prone to school failure. Black. Taussig, and Ziggler (1996), reported that findings indicated those who participated in the Perry Preschool Project had positive outcome effects in attitudes toward school, grades, attendance, and overall literacy. Social competence is a label given to the Perry Preschool Project because it is said that, as a childÆs level of social competence increases, a ôsnowballö effect will lead to success in other areas. Perry Preschool Project used a cu
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Approximate Word count = 4612
Approximate Pages = 18 (250 words per page)

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