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Essay / Research Paper Abstract
A 4 page discussion of how to address special educational needs while still adhering to the inclusive theory. The author maintains that small group instruction can be a stepping stone to inclusion. Bibliography lists 6 sources.
Page Count:
4 pages (~225 words per page)
File: AM2_PPedIncl.rtf
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Unformatted sample text from the term paper:
The educational arena presents a number of challenges in regard to the inclusive theory, that theory whose objective it is to understand various phenomena by
emphasizing the connectivity of those phenomena to the childs life as a whole. Rather than dividing out small groups of children according to their behavior and delivering products and
benefits accordingly, the inclusive approach looks at the group as a whole and distributes products and benefits equally. De Beaugrande (1998, 1999) explains that the inclusive approach regards life
from the perspective of large networks and: "continually reconsider their results and expand their classifications;
it also appeals to solidarity and generosity by advocating co-operative practices of social equality" Under
the inclusive approach factors such as gender, race, religion or even differences in educational aptitude would not be used to exclude individuals from the group as a whole. In
the education environment, of course, the latter must somehow be factored into the educational approach if the child is to be brought into step with age-appropriate performance goals. In
such cases children might be temporarily grouped according to their needs. As de Beaugrande (1998, 99) observes, however, "progress can be defined as the scenario whereby both theory and
practice mutually evolve toward inclusion". To illustrate a situation where inclusion must be approached in small increments consider the example of
a Year 4 child with an IQ of 72-78 who is experiencing problems in linguistics, specifically in reading, language, spelling, and short term memory and comprehension. While the goal
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