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Essay / Research Paper Abstract
A 3 page research paper. Students with disabilities that range from mild to severe are being included in increasing numbers in mainstream classrooms, rather than being assigned to special education classrooms separated from the general student population. However, the question remains as to whether or not this is the best practice in regards to the needs of all students involved. The efficacy and ramifications of inclusion are still being investigated by education researchers. This examination of special education literature looks at research on this topic and its implications for teaching practice. Bibliography lists 2 sources.
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3 pages (~225 words per page)
File: D0_kh2mdis.rtf
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the general student population. However, the question remains as to whether or not this is the best practice in regards to the needs of all students involved. The efficacy and
ramifications of inclusion are still being investigated by education researchers. The following examination of special education literature looks at research on this topic and its implications for teaching practice. Cook
(2001) examined teachers attitudes toward students with mild disabilities who are participating in inclusion programs within mainstream classrooms and how these attitudes differed as a function of the disabilitys severity.
The design of this study had seventy inclusive classroom teachers nominate three students in response to prompts corresponding to attitudes of "attachment, concern, indifference and rejection" (Cook, 2001, p. 203).
Chi-square analyses supported the researchers hypotheses that students with severe and obvious disabilities would be over-represented among teachers nominations in regards to the indifference category, and that students who had
mild or hidden disabilities would significantly over-represented in the rejection category (Cook, 2001). This cause the researchers to conclude that both students with severe and those with mild disabilities
are at risk for receiving in appropriate educational interactions, but for different reasons (Cook, 2001). The researcher explain this result in regards to the students with mild disabilities by
pointing out that it is possible that the majority of the students nominated for the rejection category may not have disabilities so readily apparent that they caused the teachers to
modify their expectations as to student performance (Cook, 2001). In other words, a student with a mild disability may seem unmotivated or uninterested in learning rather than as a student
who needs and deserves added attention and perhaps student-specific modifications to lesson planning. Maheady, Harper and Mallette (2001) describe a variety of peer-mediated instructional techniques and interventions that can
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