• Research Paper on:
    Full Inclusion Benefits All Students

    Number of Pages: 24


    Summary of the research paper:

    A 24 page research paper that examines the empirical research literature pertaining to the question of how inclusion of special education students with disabilities impacts the academic and social outcomes of students without disabilities. The writer, based on this body of research, argues in favor of inclusion. Bibliography lists 10 sources.

    Name of Research Paper File: D0_khfulinc.rtf

    Buy This Research Paper »


    Unformatted Sample Text from the Research Paper:
    education students were designated to a "special class" that was viewed as the best methodology for avoiding conflicts within the general classroom environment, as well as the best means for  achieving the goal of universal education (Kavale and Forness, 2000). Moreover, specific classes for special education students was viewed as offering disabled students specific advantages, such as smaller class size,  specially trained teachers and greater individualized instruction. This paradigm began to change as educators began to favor inclusion of special education students within the general education classroom. The debate  over inclusion continues, as integration of special education students within the general classroom has been a prominent theme in education for the last 25 years (Kavale and Forness, 2000). In  closing their remarks, Kavale and Forness (2000) call for an approach to special education that is based on research and evaluation findings, in addition to ideological and political realities. Taking  this recommendation, the following examination of relevant empirical research indicates that full inclusion not only benefits special education students, but the entirety of the student population as well. What  is inclusion? The substance of the debate As a term "inclusion" refers to a movement that seeks to create schools that are capable of meeting the needs of all students,  with or without disabilities, by establishing learning communities in age appropriate general education classrooms (Kavale and Forness, 2000). For the past 25 years, inclusion has become the norm, according to  the US Department of Education, which reports that roughly 95 percent of students with disabilities are served within the general education classroom (Kavale and Forness, 2000). Attitudes concerning integration of  special education students have generally been multidimensional and reflective of a variety of underlying factors. In general, parents, teachers and administrators have expressed concern for the possible negative effects 

    Back to Research Paper Results