• Research Paper on:
    Inclusion Of Mentally Retarded Students

    Number of Pages: 14


    Summary of the research paper:

    A 14 page paper that includes an introduction, definitions, problem statement/objective, hypotheses, literature review and methodology for a research proposal. The proposed study would explore perceptions/opinions of a select group of participants regarding inclusion of students with mental retardation. The literature review points to the dearth of empirical evidence that supports inclusion in all cases. Bibliography lists 12 sources.

    Name of Research Paper File: MM12_PGemrinc.rtf

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    Unformatted Sample Text from the Research Paper:
    1997; Block, 1999). Each side of this debate has strong advocates. James Kauffman from the University of Virginia: views inclusion as a policy driven by an unrealistic expectation that  money will be saved. Furthermore, he argues that trying to force all students into the inclusion mold is just as coercive and discriminatory as trying to force all students into  the mold of a special education class or residential institution (Stout, 2001). Advocates for inclusion argue that this practice will improve education for all students, those with disabilities and  those without (Walker and Ovington, 1998). On the other side of the debate are those "who believe that all students belong in the regular education classroom, and that "good"  teachers are those who can meet the needs of all the students, regardless of what those needs may be" (Stout, 2001). Between these two extreme groups, there is the multitude  who are simply confused about the concept of inclusion (Stout, 2001). They dont know if it is a legal mandate and they do not know if inclusion is really good  for the children (Stout, 2001; Walker and Ovington, 1998). In fact, many are confused about what inclusion really means in the first place (Walker and Ovington, 1998). They even question  what schools and teachers are actually supposed to do to meet the needs of disabled children (Stout, 2001). There is strong disagreement about the actual effects of inclusion on different  categories of disabilities and on different ages of students (Walker and Ovington, 1998). Major educational organizations have offered their opinions. The National Education Association (NEA). Supports appropriate inclusion (Walker  and Ovington, 1998). On the other hand, the Learning Disabilities Association of America does not support full inclusion (Walker and Ovington, 1998). They say the placement must be based on 

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