Essay on Special Education and Inclusion

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Special Education and Inclusion

Many people seem to look past how learning-disabled students would feel to be placed in a mainstream classroom which includes students without disabilities rather than go to class in a segregated/special education classroom with only other students who also have learning disabilities. There are many researches constantly going on studying the effects of inclusion in classrooms to see if learning-disabled students achieve better in mainstream classes. Students with learning disabilities feel better about themselves when they are included in classes with their peers who don’t have learning disabilities.

Some terms regarding inclusion education should be clarified so that a person who is not
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The law requires the students to be placed in the LRE, but it is not ordered for students to be mainstreamed. The new Disabilities Act and Special Education Needs Act strongly supports the right of children to attend mainstream classes/schools.

There have been many studies in the past decades on special education children who have special needs and those children who don’t have special needs. One study was done with 20 pairs/40 students ranging in ages from six to 19 in parts of New York, California, and Washington. The hypothesis of the researchers was that if the two different types of students would achieve the same amount over a period of time, and if they didn’t, then they would have to find out why the inclusive programs did not reveal positive outcomes. The inclusive students performed better and achieved higher grades on post-test measures than the segregated students did (Meyer, 2001). These findings were then used to persuade schools to invest into more inclusion environments for special education students.

Another study was performed on students whose ages ranged from six to nine years old in a mainstream classroom to vote other children as a best friend, regular friend, work buddy or non-school buddy. Children with severe learning disabilities received fewer nominations for being a best friend than students without disabilities did. When the results of 1.75 (students with learning disabilities) versus 2.1 (students without learning

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