firstdraft.olivia.docx - EDUCATING IN INCLUSIVE CLASSROOMS...

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EDUCATING IN INCLUSIVE CLASSROOMS Educating Students with Specific Learning Disabilities in Inclusive Classrooms Olivia McEntee Appalachian State University December, 2017 1
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EDUCATING IN INCLUSIVE CLASSROOMS Abstract This paper investigates inclusion methods for students with S S s pecific L l earning D d isabilities. It begins with a brief discussion on what inclusion is how it is in place of schools awkward ending . The paper then discusses three different methods of inclusion. The first one is Co-Teaching, the second one Peer- Mediated Instruction and Intervention, and lastly Differentiated Instruction. 2
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EDUCATING IN INCLUSIVE CLASSROOMS Educating Students with Specific Learning Disabilities in Inclusive Classrooms Special education has undergone changes through the years, including whether to have students with Specific Learning Disabilities (SLD) in inclusive classrooms. Research on the debate of whether inclusion is suitable for students with SLD is cultivating awkward . As education continually changes, these changes affect students with and without disabilities. “American educators are working together to reach a consensus on how to effectively integrate students with special needs into regular classrooms” (Lytle, 1994; p. 26). One of the changes in education that affects students are that many of them are in special education programs, which often takes them out of regular classrooms. In contrast, many schools and communities adapt an inclusive way of teaching. Inclusion educates students with SLD in a regular classroom with their non-disabled peers. However, the students still receive the support and intervention they would receive in a self-contained classroom. Inclusion benefits students without disabilities by helping them develop ing a sense of helping others and respecting diverse people. Add a sentence about how it benefits students with SLD By this, the students build up an appreciation that everyone has unique yet great abilities and personalities (Maheady, 1991). Given the important benefits of inclusion, this paper examines the issue relative to evidence on inclusive strategies. The paper includes three sections. Section one outlines how I obtained references, section two examines the research on inclusive strategies, and section three offers a discussion, including a summary of the research along with practical and research implications. 3
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EDUCATING IN INCLUSIVE CLASSROOMS Methods I used the following three methods to obtain references for this paper. The first method involved using the Appalachian database. For this method, I used the following keywords: Peer- mediated instruction, students with speech and language disabilities, elementary, co-teaching, effectiveness. The search included only peer - reviewed articles. Another method I used to obtain information is referring to was the reference sections of articles. Lastly, I used Google Scholar.
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