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Essay / Research Paper Abstract
A 10 page paper that begins with a brief explanation of the difference between mainstreaming and inclusion and a discussion of the ongoing controversy regarding inclusion. The paper reports research that focused on teacher and principal attitudes and their effect on students and how well mainstreaming or inclusion is being used in some schools. Bibliography lists 12 sources.
Page Count:
10 pages (~225 words per page)
File: MM12_PGmstr06.rtf
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Unformatted sample text from the term paper:
classrooms full-time (Idol, 2006). Mainstreaming means that students with special needs spend a part of their day in the special education classroom and part of their day in the general
education classroom (Idol, 2006). Both mainstreaming and inclusion meet the criteria for least restrictive environment (Idol, 2006). There has been and continues to be significant disagreement and debate regarding the
concept of inclusion (Dymond, 2001; Leyser and Tappendorf, 2001; Stout, 2001; Walker and Ovington, 1998; Block, 1999). Each side of this debate has strong advocates. James Kauffman from the University
of Virginia: views inclusion as a policy driven by an unrealistic expectation that money will be saved. Furthermore, he argues that trying to force all students into the inclusion
mold is just as coercive and discriminatory as trying to force all students into the mold of a special education class or residential institution (Stout, 2001). Advocates for inclusion
argue that this practice will improve education for all students, those with disabilities and those without (Walker and Ovington, 1998). Basing their conclusions on meta-analyses of research studies, proponents of
inclusion argue that self-contained or segregated programs are harmful to students. They further argue these programs do not meet the original objectives for special education (Stout, 2001). Some of the
meta-analyses report a "small to moderate beneficial effect of inclusion education on the academic and social outcome of special needs students" (Stout, 2001). At the very least, children without disabilities
will develop understanding and acceptance of those who have disabilities. Palmer and colleagues conducted a study with nearly 500 parents of children with severe disabilities to determine how parents felt
about inclusion (2001). More than half of the parents (52.8%) did not think it was a good idea to include students with severe disabilities in the regular classroom (Palmer et
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