Inclusive Education
Inclusive Education
The article I have chosen for review is “What Matters Most in Inclusive Education: A Practical Guide for Moving Forward”, published in the Intervention in School and Clinic Journal. As the title of the article suggests, what is more important where inclusive education is concerned? This topic is illustrated in the article through the authors own experiences and research. More specifically, the authors note that the concept of inclusion implies a sense of belonging and acceptance.
The topic of this article is promoting inclusion of children with disabilities into the proper environment. The authors state “the physical placement of students with disabilities in general education classes is often overemphasized, while other aspects of developing inclusive environments are neglected” (Voltz, Brazil, & Ford, 2001, p. 24). This sets the context for the more specific research problem. The authors state “although it is not generally conductive to inclusive environments to create separate spaces designated for special education, it is helpful to maintain physical spaces that can be used by any group of students or teachers on an as is basis”(Voltz et al., 2001, p. 24). The authors go on to note that, “ by providing for flexibility in student groupings, without designating physical spaces for special education, the overall academic, affective, and social goals of inclusion can be met”(Voltz et al., 2001, p. 24-25).
The authors did not note a specific research question or hypothesis, but they do address the overall context for their qualitative study. They state that “the intent of this article is to highlight for general and special education practitioners the critical elements of inclusive education and to provide practical suggestions for how to promote these elements in general education classrooms” (Voltz et al., 2001, p. 24). After reviewing the literature, the authors state that, “in order to make inclusive education work, attention
The article I have chosen for review is “What Matters Most in Inclusive Education: A Practical Guide for Moving Forward”, published in the Intervention in School and Clinic Journal. As the title of the article suggests, what is more important where inclusive education is concerned? This topic is illustrated in the article through the authors own experiences and research. More specifically, the authors note that the concept of inclusion implies a sense of belonging and acceptance.
The topic of this article is promoting inclusion of children with disabilities into the proper environment. The authors state “the physical placement of students with disabilities in general education classes is often overemphasized, while other aspects of developing inclusive environments are neglected” (Voltz, Brazil, & Ford, 2001, p. 24). This sets the context for the more specific research problem. The authors state “although it is not generally conductive to inclusive environments to create separate spaces designated for special education, it is helpful to maintain physical spaces that can be used by any group of students or teachers on an as is basis”(Voltz et al., 2001, p. 24). The authors go on to note that, “ by providing for flexibility in student groupings, without designating physical spaces for special education, the overall academic, affective, and social goals of inclusion can be met”(Voltz et al., 2001, p. 24-25).
The authors did not note a specific research question or hypothesis, but they do address the overall context for their qualitative study. They state that “the intent of this article is to highlight for general and special education practitioners the critical elements of inclusive education and to provide practical suggestions for how to promote these elements in general education classrooms” (Voltz et al., 2001, p. 24). After reviewing the literature, the authors state that, “in order to make inclusive education work, attention
References: Voltz, D. L., Brazil, N., & Ford, A. (2001, September). What Matters Most in Inclusive Education: A Practical Guide for Moving Forward. Intervention in School and Clinic, 37(1), 23-30. Retrieved from http://search.proquest.com/docview/211752403?accountid=12085