Lindsey Jackson

Author Info
Up to three
names, write
them all; 4+,
write first
name et al.
(i.e., Smith et
al.)
Source
Type
(popular,
scholarly,
trade,
government)
Categorical Does X exist? Definitional
Is X a Y?
Causal
Does X cause Y? Is Y a result
o X?
Evaluation
Is it good or !ad? "air or
unair? #armul or
!eneicial?
Action
$hat should !e done a!out
X?
Jurisdiction
$ho is responsi!le?
1.Carissa
Lawrence
%opular
(in avor o
inclusive
classrooms)
&Inclusion in the classroom
not only !eneits students
'ith special needs, it also has
positive implications or their
amilies, other students, and
teachers()
Susan
Chira
popular &*nd as it gro's, the
movement to'ard
+inclusion+ is dividing
advocates or disa!led
children()
&Johnson ,ity is a small,
largely !lue-collar su!ur! o
.inghamton 'ith /,000
children enrolled in its our
schools( 1he school district
has !een innovative or 20
years, recogni3ed !y the
4ducation Department as a
national model, !oth or its
students5 high test scores and
its creative teaching
methods()
&.ut some studies sho' that
in schools that oer inclusion
programs 'ith little extra help
to these students, children are
ailing()
&1o do a !etter 6o!, he said,
the district should oer many
more services, including
psychiatrists, amily
counseling and remedial
classes()
!. Dahloan
"e#$ree
popular &1eachers are never sure
'hether to group students
according to their
academic a!ilities or to
group together randomly()
&7sually , inclusive
classrooms take advantage
o learning in groups or
'hat is called peer
learning()
&"irst o all, they 'ill have
the !eneit o t'o certiied
teachers( 1here 'ill !e an
inclusion or special education
teacher in addition to the
regular classroom teacher()
&I you are inormed your
child 'ill !e in an inclusion
classroom, they have the
!eneit o t'o teachers 'ho
are highly 8ualiied()
Lindsey Jackson
%. 9aureen
James
&*lso, in many cases, this
lack o communication
!et'een the resource teacher
and the regular classroom
teacher is due to the
unrealistic caseload that many
special education teachers
may carry()
&I you are a parent o a
special needs child please
remem!er that you and
sometimes only you are the
!iggest advocate or your
child()
&. 'athleen
(hit$read)
*h.D.
popular &*lthough separate
classes, 'ith lo'er student
to teacher ratios, controlled
environments, and
specially trained sta
'ould seem to oer
!eneits to a child 'ith a
disa!ility, research ails to
demonstrate the
eectiveness o such
programs)
&1he ,ivil :ights movement
o the ;<=0s and ;<>0s 'as a
precursor to legislation
protecting the rights o
children 'ith disa!ilities to a
pu!lic education()
&1he types o instructional
strategies ound in inclusive
classrooms, including peer
tutoring, cooperative learning
groups, and dierentiated
instruction, have !een sho'n
to !e !eneicial to all
learners()
&?uality inclusive education
doesn@t 6ust happen(
4ducating children 'ith
disa!ilities in general
education settings 'ith access
to the general education
curriculum re8uires careul
planning and preparation)
Author Info
Up to three
names, write
them all; 4+,
write first
name et al.
(i.e., Smith et
al.)
Source
Type
(popular,
scholarly,
trade,
government)
Categorical Does X exist? Definitional
Is X a Y?
Causal
Does X cause Y? Is Y a result
o X?
Evaluation
Is it good or !ad? "air or
unair? #armul or
!eneicial?
Action
$hat should !e done a!out
X?
Jurisdiction
$ho is responsi!le?
+. ,orie
,oss-"ill
scholarly &4ducation leaders have
kno'n or many years that
more attention should !e
given to the nation@s
education system)
&1he inclusion movement
!egan in the ;<A0s as a
result o parents and
advocates or students 'ith
disa!ilities)
&,onse8uently, there are
many possi!le actors that
could contri!ute to this
pro!lem Bteachers having
negative attitudesCD or
example, inclusion, curricu-
lum deEciencies, legal
implications, social
implications, and standardised
testing mandates amongst
others()
&Ftudents 'ith disa!ilities
must !e granted access to the
regular education
curriculum()
&1he success and ailure o
!oth la's hinge on the
kno'l- edge and attitude
teachers portray in the
inclusive class- room()
Lindsey Jackson
.. Alicia
/roderic0)
"eeral
1ehta-
*are0h) D.
'i# ,eid
scholarly &Got only is homo- geneity
a myth, !ut, as 1omlinson
(;<<<) noted,
;<>
Dierentiated Instruction
attempts to create
homogenous classrooms
and learning experiences
oten ail to result in
educa- tional achievement
or the students in them)
&In the 7(F( literature, the
term inclusive education has
most commonly !een used
to reer some'hat narro'ly
to the integration o disa!led
students, previously
segregated, into general
education classrooms)
&*s inclusive educators, 'e
use this example to point out
that disa!ility results not rom
an individual@s !odily,
sensory, or cognitive
dierence perse, !ut rom
social interpretations o that
dierence)
&.ecause people usually
rame dierences as pro!lems
inherent in students rather
than, as 'e no' suggest,
arising rom classroom
practices or interactions
!et'een the t'o (*delman,
:eyna, ,ollins, Hnghai, I
1aylor, ;<<<), people oten
consider modiication o the
typical content and paceJor
other aspects o the
instructional pro- cessJan
unair !urden on the
classroom teacher()
&Fo ho' does one do that? DI
Bdierentiated instructionC is
a !ig part o the ans'er( It is
not a method, !ut rather a
'ay o doing !usiness in
classrooms, !ased on the
!elie that all students can
learn and succeed()
2. 3evin
453E,
6ILDI7) Elif
SA7A'
*I3A,
scholarly &*pproval !ehavior can !e
descri!ed as teacher
re'arding appropriate
student !ehaviors and it is
deined as teacher praising a
student or students
immediately ater an
appropriate !ehavior has
!een perormed or teacher
expressing herKhis
appreciation o student
herselKhimselL herKhis
classroom studies,
!ehaviors, or perormance)
&1he results o these studies
sho'ed that there 'as a
signiicant relationship
among teacher !ehaviors,
student !ehaviors, and
academic achievement)
&.y gathering detailed
inormation a!out approval
and disapproval !ehaviors o
teachers 'orking in these
classrooms, instructional
arrangements needed or
successul inclusion practices
can !e ormed()
&#o'ever, i the
communication o teachers
'ith their students ocuses
more on positive !ehaviors
and it is o style that
students approve, students@
academic and social
development 'ill !e more
eicient()
8. ,uth
Eli9a$eth
T0achy0
Fcholarly
(against
inclusive
classrooms)
&It 'ill !e maintained
'ithin this article that there
remains a need or seg-
regated classrooms 'here
students 'ith mild
cognitive disa!ilities can
receive the speciali3ed
programming and supports
that they re8uire in a lo'-
stress environment()
&$hile recogni3ing the
societal !eneEts o inclusion,
teachers and parents 8uestion
'hether or not
implementation o ull
inclusion 'ill come at the
expense o learners@
individual needs()
&9any researchers point to
the complexities o !oth
secondary education and
special education and the
need or urther research into
inclusive practices due to the
paucity o existing research
and inconsistency o those
Endings)
&9y experience this past
year has taught me ho' easy
it is assume that a particular
policy is 'orth pursuing
!ased on one@s o'n narro'
experience and also that the
!ureaucrats driving policy
'ill inMuence decisions at
the classroom level 'ithout,
possi!ly, having any
practical kno'ledge o the
contexts in 'hich that policy
'ill play out()
Lindsey Jackson
1:. /atu et.
Al.
scholarly &Inclusive education is an
implementation
'here students 'ith special
needs and regular
development have their
education together)
&,onducted studies indicated
that
teachers 'ere in need o
detailed inormation
regarding inclusive education
applications (YNkmNO,
Pah!a3, I %eker, ;<<Aa, p(
;>QL 9etin et al(, 200<, p(
R), and that the related
training given increased the
proiciency o the teachers
(9rsnik, 200/, pp( 2;A-
220) and provided a positive
change in the attitudes
o the teachers)
&1he indings indicate that
elementary teachers generally
have a
negative opinion regarding
the inclusive education
applications in our country()
&the other suggestions !y the
teachers 'ereL (> teachers)
constructing 8ualiied
and eective in-service
training sessions, (=
teachers) part-time inclusion,
(Q teachers) making
undergraduate education
more 8ualiied and (Q
teachers) providing material
support()
&.oth the teachers and the
students 'ith special
re8uirements should
deinitely !e given support
special education services
such as resource room,
in-class assistance and
special education counseling
in the schools 'here
inclusive education is
applied)