An 8 page proposal to evaluate the academic performance of physically disabled students who are kept in mainstream classes verses those that are placed in special education classes. This paper suggests this educational partitioning of students with the same mental aptitudes but obvious physical disability results in stereotyping, stereotyping which could reasonably be expected to play a role in educational attainment. Bibliography lists 7 sources.
Name of Research Paper File: AM2_PPexpEdu.rtf
Unformatted Sample Text from the Research Paper:
Many times students with physical disabilities end up in special education classes with lowered academic expectations. Other times students are kept in mainstream classes
and subjected to the same expectations in terms of their academic performance as are non-disabled students. In many cases this educational partitioning of students with the same mental aptitudes
but obvious physical disability results in stereotyping, stereotyping which could reasonably be expected to play a role in educational attainment. Given the
scenario outlined above, questions arise as to how these differing educational expectations and environments, and the stereotyping associated with them, affect learning. A comparison of the academic achievement of
these two categories of students, as measured through standardized national tests can instrumental in allowing us to understand the full impact of our educational partitioning of students into special education
verses mainstream education. Environment could, in fact be expected to play a weighty role in academic achievement. Green (1999), for
example, recognizes a complex cognitive environment and emphasize the importance of providing a resource-rich educational approach which stimulates our children to learn. The processes through which they do so
are standard in terms of physiology but vary according to such factors as the type of stimuli and the environment to which a child is exposed.
A considerable volume literature exists on the impact of stereotyping in the educational environment. One of the most interesting resources, however, is one presented by author
Talbot Parsons as a sociocultural model of the "sick role" in society as a whole. Talbots model contends that the structures