Research Paper on:
A Proposal to Evaluate Academic Performance As it Relates to Stereotyping Resulting from Educational Partitioning of Physically Disabled Students

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