Essay on Inclusion of Students

Essay on Inclusion of Students

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The data presented in this study show that students with disabilities are making academic achievements in the inclusion classroom. This study also suggests that the negative social interactions between the general education students and special education students are minimal, and does not have a significant effect on the academic achievements of the target population. Findings in the literature review by Salend and Garrick (1999) concluded students with disabilities gain academic achievements in the inclusion classroom. These findings are in contradiction with the proposed research question. However, other findings in this study are in corroboration with prior research on academic achievement and the negative social interactions in the inclusion classroom. In this study the participants were asked to give a description of the social interactions between the students with disabilities and the general education students. The responses were limited to “my students work well together, or social issues rarely escalate in my classroom.” However, some participants gave descriptions of how students with disabilities are “snubbed” by the general education students, or how they are avoided all together. These descriptions did not give enough information to draw a definite conclusion, and these findings should be considered cautiously. The limited responses could be due to another finding in this study, in that 52% of the participants were not taught effective skills to monitor the social issues in their classrooms. These findings compared to the literature review shows mixed results. A longitudinal study should be conducted to corroborate with these finding to gain further insight.
With a 60% positive response, it is concl...


... middle of paper ...


...be due. Also, it is recommended that these programs reevaluate their trainings on identifying and monitoring the social interactions of the inclusion classroom. With the increasing number of students being mainstreamed in the general population, it is imperative that beginning and current teachers are equipped with these skills. Therefore, it behooves the profession to gain a better understanding of the social interactions within the inclusion classroom. It is recommended that further research be conducted on current teachers to determine if there is a need for on-going trainings on this topic during professional development. With the conclusion of this study it is hoped that longitudinal research efforts are deployed to determine if the negative social interactions of the inclusion classroom is actually affecting students with disabilities.





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