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Essay / Research Paper Abstract
An 8 page research paper that discussion this topic. The past several decades have witnessed the growth of the inclusion movement in regards to special education. Rather than segregating students with disabilities within specially designated classrooms, the inclusion movement, in general, refers to the concept of integrating special education students within the context of the general student population. This has been a radical change that naturally generates differences of opinion. However, an examination of the literature on this subject, which explores both the controversial issues of inclusion, as well as its benefits, indicates that inclusion is a policy that produces positive effect and outcomes for both general education student populations and student with disabilities. Bibliography lists 10 sources.
Page Count:
8 pages (~225 words per page)
File: D0_khinclue.rtf
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Unformatted sample text from the term paper:
students within the context of the general student population. This has been a radical change that naturally generates differences of opinion. However, an examination of the literature on this subject,
which explores both the controversial issues of inclusion, as well as its benefits, indicates that inclusion is a policy that produces positive effect and outcomes for both general education student
populations and student with disabilities. Defining what is meant by "inclusion" First of all, "inclusion," as a philosophy for instruction, begins, "not at the classroom level," but rather in
a much broader context that involves the "administrator, faculty and staff" of each school embracing "diversity as well as the determination to meet the unique needs of each student" (Carpenter
and Dyai 344). However, in a narrower sense "inclusion" refers to the mandates of the Individuals with Disabilities Education Act (IDEA) and its mandate that the needs of special education
students should be within the least restrictive environment. The "least restrictive environment" (LRE) was originally conceptualized by education scholars as a means for addressing the problem of school district making
educational placements an either/or proposition, either a child was placed in a general education classroom or a special education classroom (Sherrill 54). The creators of the LRE concept envisioned that
multiple placement options would provide a better means for meeting "each students assessed needs as indicated in the individualized educational program (IEP)" for that child (Sherrill 54). However, Congress
favored an integration approach that mixed students with and without disabilities whenever possible, which caused the LRE to be "increasingly visualized" in terms of the general classroom environment (Sherrill 54).
Furthermore, several court cases that were heard in the 1990s indicated that inclusion, under IDEA referred to inclusion within a general education classroom (Sherrill 54). The fundamental premise of the
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