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Inclusion In the Classroom

Inclusion In the Classroom research paper due and don't know how to start it? How about like this?

The acceptance of inclusion within the classroom can have identifiable effects on both the educational options available to disabled children as well as the experience of the regular classroom instructor. The following research paper topic suggestion of "Inclusion In the Classroom" examines two different studies relevant to these issues as they influence the accessibility of inclusive programs for the student and the success of teachers in the inclusionary educational environment.

In the past, two salient points have emmerged from research papers on inclusion:

  1. The research papers concluded that inclusionary placements for children were considered most significant by families at the preschool, kindergarten, and first grade levels however more specialized services for their children became more significant by second grade.
  2. The research papers also presented implications for practice including the increased need for recognizing how important societal values and legal mandates are to providing the foundation for inclusive educational practices. This is supported by the study's finding that placement in inclusive educational programs declined for this study sample because the children "failed to make the grade" or demonstrated emotional and behavioral patterns that were perceived out of line with their respective grade level. Even more, the data collected from the interviews revealed that many families failed to receive adequate professional support concerning inclusionary educational options for the children.


The results of these two studies have provided a greater awareness of the fact that inclusive education can only be advanced with adequate participation by everyone involved; participation that includes the family's complete understanding of the options available for their child and the participation of teaching professionals who wholly advocate the value of inclusive educational programs and are willing to challenge societal values or legal mandates that prohibit their successful application.

These objectives, in addition to the potential stressors that inclusion within the classroom may contribute, present major challenges for teachers. However, unless they are more regularly addressed and their positive implications for the educational success of the learning disabled more frequently recognized, the true value of inclusion within the classroom may never be fully realized.

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