The Full Inclusion Classroom

ERIC Digest, E582. Winterman, K. & Sapona, R. (2002). Everyone’s Included: Supporting Young Children with Autism Spectrum Disorders in a Responsive Classroom Learning Environment. Teaching Exceptional Children, 35 (1), 30-35.

Creating Positive School Experiences for Students with Disabilities. Professional School Counseling Journal , October 2006, 10(1), 66-72. Stainback, Susan B, and William C. Stainback. Inclusion: A Guide for Educators. Baltimore: P.H.

Planning is the key to successful disabled children. As a child and youth worker you need to be able to adapt programs for children, based on their ability, and be willing to help them reach their goals. Bibliography: References Scruggs, T.E., & Mastropieri, M.A. (1996). Teacher Perceptions of Mainstreaming/Inclusion, 1958-1995: A Research Synthesis.

Special education is no longer restricted to schools that cater for specific disabilities. Increasingly mainstream classrooms must cater for a diverse range of abilities and be inclusive of children with disabilities, therefore providing special education (Heward as cited on Pearson Prentice Hall, 2010). In catering for all children within a class, teachers also need to provide intervention as necessary. Intervention according to Heward (as cited on Education.com, 2011) intends to reduce, eliminate and/or limit the hurdles faced by students with disabilities that may prevent them from maximising their learning and becoming productive members of society. This essay will discuss how teachers can provide all three kinds of intervention; preventive, remedial and compensatory on behalf of individual students who may require it (Pearson Prentice Hall, 2010).

Journal of youth studies, 14(6), 675-691. doi: 10.1080/13676261.2011.571663 Williams, C. (2011). Mentoring and social skills training: ensuring better outcomes for Youth in Foster Care. Child welfare, 90(1), 59-74.

Collaborative Teaching of Motor Skills for Preschoolers with Developmental Delays. Early Childhood Educ J, 38, 483-489. Tannock, M.(2009). Tangible and intangible elements of collaborative teaching. Intervention in School and Clinics, 44(3), 173-178.

Fostering prosocial behavior in young children. Retrieved from http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=566 Sheslow, D. (2008, November). Developing your child's self-esteem. Retrieved from http://kidshealth.org/parent/positive/talk/self_esteem.html

Making inclusion work in general education classrooms. Education and Treatment of Children, 35(3), 477-490. Odom, S.L., Hornor, R.H., Snell, M.E., & Blanch, J. (2007). Handbook of developmental disabilities.

Educational Programs for Elementary Students with Learning Disabilities: Can They Be Both Effective and Inclusive? Learning Disabilities Research & Practice, 26(1), 48-57. From the ebscohost.com database. Ostmeyer, K., & Scarpa, A. (2012).

A study directed by Ramakrishnarao (2013), the general population of elementary teachers thought of inclusion of children with disabilities in the education system as a positive aspect to a child’s life. There are many reasons as to why inclusion is so important in the lives of children with disabilities. Equal ... ... middle of paper ... ...with special needs in regular primary education in the Netherlands. International Journal of Disability, Development & Education, 57(1), 59-75. doi:10.1080/10349120903537905. Ramakrishnarao, K. (2013).