Study Document
Special Education History and Efficacy Literature Review
Pages:2 (729 words)
Sources:5
Subject:Education
Topic:Special Education And Inclusion
Document Type:Literature Review
Document:#776039
Inclusion is thought to be a best practice. Under this philosophy most students with mild disabilities spend the greater part of their day in the general education setting with their peers. Students may be allocated an instructional assistant to help them with their work. Some students with learning disabilities often spend time in a resource room in order to receive direct instruction. The special education team may decide that this is not the right path for a student and try a more restrictive setting known as partial inclusion. Partial inclusion refers to when a student partakes in the general education setting for part of the day but receives the bulk of their academic instruction in a resource room. Due to the severity of some student's disabilities, they may be assigned to a self-contained classroom in where they will spend at least 60% of their school day working directly with the special education staff (Cortiella, 2009).
Mainstreaming is the assignment of special education students to one or more regular education classes. Supporters of mainstreaming generally take for granted that a student must earn their chance to be placed in regular classes by demonstrating that they can keep up with the work assigned by the regular classroom teacher. The idea of inclusion is thought to be a dedication to educate each child. It entails transporting the support services to the child and requires that only the child will benefit from being in the class. Full inclusion happens when students, regardless of their condition attend a regular classroom full time (Special Education Inclusion, 2007).
References
Cortiella, C. (2009). The State of Learning Disabilities. Retrieved June 24, 2010, from New
York, NY: National Center for Learning Disabilities Web site:
http://www.ncld.org/stateofld
Godovnikova, L.V. (2009). The Conditions for the Integrated Education of Children with Impaired Development. Russian Education & Society. 51(10), p.26-39.
Pickard, Stephen R. (2009). The Use of the Welsh Inclusion Model and its Effect on Elementary
School Students. Education. 130(2), p. 265-270.
Read, Jane and Walmsley, Jan. (2006). Historical perspectives on special education, 1890 -- 1970.
Disability & Society. 21(5), p.455-469.
Special Education Inclusion. (2007). Retreived June 24, 2010, from Wisconsin Education
Association Council Web site:
http://www.weac.org/Issues_Advocacy/Resource_Pages_On_Issues_one/Special_Educati…
Sample Source(s) Used
References
Cortiella, C. (2009). The State of Learning Disabilities. Retrieved June 24, 2010, from New
York, NY: National Center for Learning Disabilities Web site:
Godovnikova, L.V. (2009). The Conditions for the Integrated Education of Children with Impaired Development. Russian Education & Society. 51(10), p.26-39.
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