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Essay / Research Paper Abstract
5 pages in length. American elementary school children who have learning disabilities have long been taught apart from the mainstream; however, the concept of inclusion is to educate the
special needs student right along with the rest of the other students in an attempt to eliminate the emotional and societal boundaries that have been erected from such segregation. However, there are those who contend that attempting to incorporate all phases of education into a single entity
will prevent those who need special attention from receiving it. The writer discusses the legal and psychological perspective on special education for elementary school students in America. Bibliography lists 5 sources.
Page Count:
5 pages (~225 words per page)
File: LM1_TLCSpcEd.doc
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Unformatted sample text from the term paper:
mainstream; however, the concept of inclusion is to educate the special needs student right along with the rest of the other students in an attempt to eliminate the psychological and
societal boundaries that have been erected from such segregation. However, there are those who contend that attempting to incorporate all phases of education into a single entity will prevent
those who need special attention from receiving it. Contrary to that opinion is the one that attests to the fact that full inclusion will serve to drastically reduce costs
of separate special education programs, while at the same time offering a less restrictive learning environment for the academically disabled. "Once [teachers] have special education students in class, they
must address a variety of different learning styles" (Holzberg, 1995, p. 18). There is an increasing consensus among parents, school administrators and the
legal system that the best place for American elementary special education children - psychologically and otherwise - is within the mainstream system so that they might absorb a broader and
more comprehensive education. Advocates of inclusion believe that "all children with disabilities belong in a regular classroom" (Fuchs et al, 1994, p. 22), inasmuch as they are not given
the same critical exposure as other abled students. This concept certainly sounds as though it has inherent merit in that special education students can benefit by example from their
unimpaired classmates. Coupled with the psychological advantage of mainstream education is the issue of cost. Special education programs drain a school system
of precious funds that could effectively be incorporated into other areas where disabled students could benefit right along with the rest of the student body. However, this particular issue
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