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Essay / Research Paper Abstract
3 pages in length. The writer discusses that because of the academic challenges inherent to special education, students with learning disabilities routinely receive failing grades from regular classroom teachers. Bibliography lists 3 sources.
Page Count:
3 pages (~225 words per page)
File: LM1_TLCStudLrnDis.rtf
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Unformatted sample text from the term paper:
is to illustrate how the concept of including learning disabled students in a conventional classroom environment does not always produce the expected positive results and, in fact, can serve to
detrimentally impact the very goal such alternative methods seek to achieve. III. EVIDENCE OF PROBLEM Individuals with 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 because as Holzberg (1995) notes, conventional teachers cannot be expected to incur the additional burden. "Once [teachers]
have special education students in class, they must address a variety of different learning styles" (Holzberg, 1995, p. 18). IV. OUTCOMES The primary outcome is illustrated by the failing
grades learning disabled students receive while in classrooms structured for regular students. There is an increasing consensus among parents, school administrators and the legal system that the best place
for special education students - psychologically and otherwise - is within the mainstream system so 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 students. What
is not being taken into consideration, however, is the extent to which teachers must expand their curriculum in order to accommodate the special learning needs this population has without also
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