Inclusion Of Children With Disabilities Essay

Inclusion Of Children With Disabilities Essay

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Inclusion has shown that students with and without disabilities can learn together and have a positive effect on one another. Justice, L. M., Logan, J. R., Lin, T., & Kaderavek, J. N. in 2014, proving that students with and without disabilities can learn in the same classroom. The study examined a large population and findings can be generalized to a predictor for all Special Education programs. 85% of the students without disabilities met the criterion for cut-off and only 50% of the students with IEP’s met the criterion cut-off on the Descriptive Pragmatics Profile (DPP) during the spring semester. On average there was an 8 point gain. Knowing that large language gains can be made for all children is supportive and promising of current literature/theories that support the inclusion of children with disabilities inside the general education classroom. Not only is inclusion being promoted in classroom setting but virtual school settings as well. Students with disabilities have proven to master learning through online classwork such as black board and be successful, just like their non-disabled peers. Education is moving towards more distance learning (on-line). In doing so all students should be allowed the opportunity to experience success through the use of distance learning. Students with special needs feel as though they have begun to be successful in the inclusion of distance learning (Catalano, A., 2014).
Teachers lack the skills to successfully implement inclusion. More than or equal to 64% of participating educators couldn’t link IEP goals or which state standard the adaption was linked to. A number of differences by area were identified, suggesting that resources available in different regions play a role in adaptations c...


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...usion did not change. Students with special needs show less pro-social and more negative social behavior compared to their non-disabled peers. Teachers rate the social competences of non-SEN students more positively than those of students with SEN. besides self-rated social inclusion at T1, indirect aggressive behavior (self-assessed) also predicted social inclusion (self-rated) at T2. Being labeled as a SEN student or not was not a significant predictor. This finding suggests that the poorer social inclusion of pupils with SEN is not so much caused by a stigmatization process, but rather by specific social behaviors of students with SEN (Schwab, S., Gebhardt, M., Krammer, M., & Gasteiger-Klicpera, B.,2015). For educational leaders this shows the need for cooperative learning inside of inclusion settings. In addition social skills training impeded throughout content.

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