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Essay / Research Paper Abstract
This 10 page paper provides an overview of this issue. Children of differing physical abilities can benefit from similar educational experiences, including the instruction of daily lessons in the classroom setting. The key to successfully integrating differently-abled children in the educational setting is to define a focus on the development of particular lessons that allows for an active and collective learning experience. Bibliography lists 10 sources.
Page Count:
10 pages (~225 words per page)
File: MH11_MHEdDisa.rtf
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Unformatted sample text from the term paper:
The student did not provide any information regarding the SUBJECT to be taught in this daily lesson, and so the researcher picked an example: Introduction Children of differing
physical abilities can benefit from similar educational experiences, including the instruction of daily lessons in the classroom setting. The key to successfully integrating differently-abled children in the educational setting
is to define a focus on the development of particular lessons that allows for an active and collective learning experience. Weishaar (1997) presents some of the very basic descriptions, definitions
and arguments regarding inclusion for children with varied levels of cognitive development. Weishaar (1997) agues that the central premise of inclusion and/or mainstreaming programs is that students, regardless of
their level of disability, have a right to an appropriate education. More definitively, Weishaar (1997) asserts: "All students with disabilities have a right to an appropriate education under federal law"
(p. 261), and that this education take place in an educational setting that represents the "least restrictive environment" according to legislative mandate. Unfortunately, many students with disabilities have
not received the same kind of educational opportunities as regular education students, and placement in Special Education classrooms, especially self-contained classrooms for disabled populations, has resulted in violations of students
basic rights (Weishaar, 1997). Inclusion and mainstreaming programs were developed as an offshoot of this premise, created in order to promote a level of educational efficacy for all students,
and in recognition of the benefits of inclusive educational experiences for all children. The following is an example of how to present information on an educational setting. The
student should utilize their own data: The educational environment studied is a small regional elementary school, that includes students from grades K-6. This educational institution has approximately
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