can anybody give me some help in writing a research paper on inclusion issues in a classroom?

Answer 1

There can be good and bad of course.

My son was ADHD, and dyslexic for started. So he was easily distractable. But he was a math whiz, doing division with remainders in his head when in kindergarten

So he gets put in a 2nd grade math class, where he is still bored. He did not pay attention at all to the teacher, but due to inclusion, there was a deaf child in the class, he watched the interpreter the whole time and learned sign in the process.

So I guess what I am trying to say, is that inclusion can benefit everyone.

Later on in school, the same kid did not really read until he was 12. He was put in inclusion with a teacher to help him get his work done. When my son was moving along and did not need help, the teacher would assist other kids. So, again, other kids did benefit.

Of course, there is a downside. When in high school, he was in a class with a young man with down syndrome. He was frequently disruptive, both academically and socially. He slowed down the learning rate of the whole class. While the child was high functioning, he was not that high. But it still was a learning experience for the kids, they learned how to deal with people with Down syndrome, one of the kids went on to special education as a result of it.

Answer 2

There can be good and bad of course.

My son was ADHD, and dyslexic for started. So he was easily distractable. But he was a math whiz, doing division with remainders in his head when in kindergarten

So he gets put in a 2nd grade math class, where he is still bored. He did not pay attention at all to the teacher, but due to inclusion, there was a deaf child in the class, he watched the interpreter the whole time and learned sign in the process.

So I guess what I am trying to say, is that inclusion can benefit everyone.

Later on in school, the same kid did not really read until he was 12. He was put in inclusion with a teacher to help him get his work done. When my son was moving along and did not need help, the teacher would assist other kids. So, again, other kids did benefit.

Of course, there is a downside. When in high school, he was in a class with a young man with down syndrome. He was frequently disruptive, both academically and socially. He slowed down the learning rate of the whole class. While the child was high functioning, he was not that high. But it still was a learning experience for the kids, they learned how to deal with people with Down syndrome, one of the kids went on to special education as a result of it.

Answer 3

One thing we have had to consider in the school I work at is whether regular division students suffer when special ed. students are left in the classroom vs. pullout. Also, is it easier for special ed students to learn when they are pulled out? Does including special ed. students give regular division students a better understanding of differences in learning and how they can help their fellow students to do their best? Does it benefit special ed students by making them feel more a part of the class than if they were pulled out for extra help? Is there an aide in the classroom to help or does the teacher have to teach both special ed students and the rest of the class? What about class size? Are all inclusion students in one class or spread out through the grade? We currently have all inclusion students in one class with an aide in that class to hellp the teacher. Teachers rotate from year to year as to who gets the inclusion students and the aide. Good luck with your paper!!!

Answer 4

The best and most overlooked way to improve classroom education of any kind is to introduce the use of board games. I have taught for over ten years all over the world, and only when I use board games do students voluntarily insist on extending their classes for two, three, even four hours. Not only that, but they then show the most rapid improvement.
Check out the following websites for some useful background info.

http://www.rpg.net/sites/edu/1-1.html

http://www.rpg.net/sites/edu/1-2.html

http://subscriptions.fasfind.com/wwwtools/m/208.cfm

http://www.gama.org/uploads/nS/XX/nSXX7lbqv9r-V1glq3UvQg/GinEBrochure1.pdf

Give it a try and you will be amazed. At least you will be helping to break the monopoly that the big textbook publishers have over the education industry.

Answer 5

You can collect lots of anecdotal information by interviewing teachers, parents, administrators, etc., and it's great to have the personal experiences of individuals to illustrate different aspects of inclusion issues. But it sounds as if you are you looking for more objective, quantified data, or for historical perspective. For that, your best information will come from journals such as The Journal of Special Education, The Journal of Learning Disabilities, Exceptional Children, Remedial and Special Education, etc. There are dozens and dozens of them, One place to start online is ERIC (Education Resources Information Center), which is sponsored by the US Department of Education. It's a pretty exhaustive database of education literature, including journals. Some articles are available online, but I have found it more valuable as a source of getting a lead on a specific topic, which I could then frequently access in my local university library's collection of journals.

Answer 6

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Answer 7

give more specifics.
send me a note and i can try to help.

Answer 8

no sorry