Periodical
Inclusion in Middle Schools. ERIC Digest.
| العنوان: | Inclusion in Middle Schools. ERIC Digest. |
|---|---|
| اللغة: | English |
| المؤلفون: | Hines, Rebecca A., ERIC Clearinghouse on Elementary and Early Childhood Education, Champaign, IL. |
| الاتاحة: | ERIC Clearinghouse on Elementary and Early Childhood Education, Children's Research Center, University of Illinois, 51 Gerty Dr., Champaign, IL 61820-7469. Tel: 800-583-4135 (Toll Free); Tel: 217-333-1386; Fax: 217-333-3767; Web site: http://ericeece.org; e-mail: ericeece@uiuc.edu. For full text: http://ericeece.org/pubs/digests.html. |
| Peer Reviewed: | N |
| Page Count: | 4 |
| تاريخ النشر: | 2001 |
| Sponsoring Agency: | Office of Educational Research and Improvement (ED), Washington, DC. |
| نوع الوثيقة: | ERIC Publications ERIC Digests in Full Text |
| Descriptors: | Disabilities, Educational Cooperation, Inclusive Schools, Mainstreaming, Middle School Students, Middle Schools, Regular and Special Education Relationship, Special Education, Special Needs Students, Student Needs, Teacher Collaboration |
| مستخلص: | The generally accepted concept of inclusion is that students with disabilities attend classes with their general education peers with direct support from special educators. This digest discusses the rationale for inclusion in middle schools, explores recent research on inclusion, and discusses barriers to implementation. The digest notes that the rationale for inclusion has never rested on research findings, but on principle. Proponents insist that the integration of students with disabilities is inherently right, compared often to the same right to racial integration. Both opponents and proponents of inclusion can find scattered research to support their respective views, although current research is inconclusive. Opponents point to research showing negative effects of inclusion, often citing low self-esteem of students with disabilities in the general education setting and poor academic grades. Proponents point to research that shows positive results for both special and general education students, including academic and social benefits. The digest concludes with a discussion of the barriers to inclusion, which generally fall into three categories: organizational, attitudinal, and knowledge barriers. (LPP) |
| Entry Date: | 2002 |
| رقم الانضمام: | ED459000 |
| قاعدة البيانات: | ERIC |
| الوصف غير متاح. |