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General Education Students and Inclusion Classrooms Jennifer Winkler Education 702.22 Fall 2008 Professor O’Connor-Petruso.

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Presentation on theme: "General Education Students and Inclusion Classrooms Jennifer Winkler Education 702.22 Fall 2008 Professor O’Connor-Petruso."— Presentation transcript:

1 General Education Students and Inclusion Classrooms Jennifer Winkler Education Fall 2008 Professor O’Connor-Petruso

2 Table Of Content Introduction -Statement of the problem - Need For Action Research - Review of Literature - Hypothesis

3 Statement of the Problem Inclusion is the practice of educating all or most children in the same classroom, including children with physical, mental, and developmental disabilities. The 1975 Education for All Handicapped Children Act (P.L ) made inclusion a controversial topic by requiring a free and appropriate education with related services for each child in the least restrictive environment possible, and an Individualized Education Program (IEP) for each qualifying child. Now that students of all needs are placed in classrooms with typically developing students, there has been a controversial debate: Are general education students at a disadvantage for being in the same room as special needs children?

4 Statement of the Problem –The purpose of this study is to evaluate the advantages of inclusion classrooms for the typically developing student. With the use of differentiated instruction, inquiry based work, and proper teacher training, students will benefit from this program.

5 Need For Action Research…  This is an important issue. With more and more special education students being placed in classrooms with typically developing students, it is necessary to explore all factors. Children have different needs. They need to be in an environment that addresses their needs. Research is needed so that the education system knows how to properly meet the needs of these students in the least restrictive environment. It is necessary to explore ways to educate general education students as well. We need to make sure that these inclusion classrooms benefit typically developing students.

6 On a personal note… I work in a special education school. In my career, I will be in many inclusion classrooms. I would like to know if inclusion benefits the general education population. And if so, what are the benefits?

7 Review Of Literature Brown argues that inclusion provides opportunities for non-labeled children to learn what strengths the disabled children have and the opportunity to participate in peer tutoring and cooperative learning. (David L. Brown) General Education students seem to benefit academically when inclusive practices were implemented. (Karl Huber, Joseph Rosenfeld, Catherine Fiorello)

8 Review of Literature Collins, and Cutter (2001), found that general educators who used advanced teaching practices within classes for students with heterogeneous learning needs promoted increased achievement for typical students, low-achievers, and students with learning disabilities. Collins, and Cutter (2001), found that general educators who used advanced teaching practices within classes for students with heterogeneous learning needs promoted increased achievement for typical students, low-achievers, and students with learning disabilities. Results prove that general education students benefit from having service providers in the classroom. They were given academic sources that are normally not received (Laurent, Dionne, Giasson, & Pierard). Results prove that general education students benefit from having service providers in the classroom. They were given academic sources that are normally not received (Laurent, Dionne, Giasson, & Pierard).

9 Review Of Literature Inclusion gives both the special needs and non- labeled children the opportunity to interact in a more natural and realistic setting. (David L. Brown) Inclusion gives both the special needs and non- labeled children the opportunity to interact in a more natural and realistic setting. (David L. Brown) Salend and Duhaney (1999), conclude that students with disabilities to do interfere with the learning of general education students. They found overall positive reported attitudes of students without disabilities towards inclusive classrooms, increased tolerance to individual differences, and greater awareness and sensitivity to human diversity and the needs of others. Salend and Duhaney (1999), conclude that students with disabilities to do interfere with the learning of general education students. They found overall positive reported attitudes of students without disabilities towards inclusive classrooms, increased tolerance to individual differences, and greater awareness and sensitivity to human diversity and the needs of others.

10 Research Hypothesis  Typically developing students are at an advantage in an inclusive classroom. Fifteen general education students will benefit in a collaborative team teaching environment in P.S. 32 located in Brooklyn, New York. The fifteen students will be compared to fifteen other students who are not in an inclusion classroom. Their reading scores will be compared.


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