Inclusive Special Education Laquana Richmond Liberty University Abstract This paper includes a detailed evaluation of the pros and cons of inclusive education as well as an analysis of developmental theories that are related to the success that special education students have in an inclusive classroom as compared to a self-contained special education classroom. This includes an evaluation of the articles that promote the use of inclusion in school systems as well as articles that
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their classroom work has brought about a change from traditional parent-teacher conferences to student-led conferences (Borba and Olvera‚ 2001). As Borba and Olvera (2001) stated‚ “student-led conferences motivate students to think about and act on personal initiatives to improve learning” (p. 333). Borba and Olvera (2001) provided a parent summary of the benefits of student-led teacher-parent conferences: students take ownership of their learning; share with teachers the burden of explaining to their
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common school was improved and strengthened that it could potentially become one of the most effective ways of civilization. The schools in the nineteenth century were not fully developed and were just beginning to advance. Mann believed that through education people would learn how to conquer all of the bad in the world such as intemperance‚ war‚ greed‚ prejudice‚ slavery‚ the need for certain items‚ and being wasteful. The European theory states that all men are divided into different classes‚ some individuals
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their students to wear them. Requiring each and every student to wear the exact same clothing eliminates all distractions in a learning environment and forces students to focus on mattress that are far more important than material things such as ‚ education and community unity. Uniforms make school less of a competition for students by putting academics before fashion and build a sense of school unity and pride. Additionally school uniforms are a less pricey because parents no longer have to take into
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Module 5: Curriculum development process [Source: adaptation of www.freeclipart.com] In Module 2‚ 3 and 4‚ we discussed how philosophy‚ psychology‚ society and history events influence curriculum. In Modules 5‚ 6‚ 7 and 8‚ we will examine the different phases of the curriculum development process. The first phase is curriculum planning followed by curriculum design‚ curriculum implementation
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Running head: Education Essay. Course: Name: Tutor: Date: Introduction A practitioner enquiry is a process in which teachers‚ tutors‚ lecturers and other education stakeholders reflect on their own institutional practices in order to produce assessable reports and artifacts which are submitted for academic credits leading to awarding of degrees or diplomas of nationally recognized bodies Murray (1992). A practitioner enquiry differs from a research because its main concern is to address
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Course Code Course Title EDU 111 Foundations of Education Dr. F. Umar (Developer/Writer) – BUK Dr. M.E. Aina (Programme Leader) – NOUN Course Team NATIONAL OPEN UNIVERSITY OF NIGERIA 1 National Open University of Nigeria Headquarters 14/16 Ahmadu Bello Way Victoria Island Lagos Abuja Office No. 5 Dar es Salaam Street Off Aminu Kano Crescent Wuse II‚ Abuja Nigeria e-mail: centralinfo@nou.edu.ng URL: www.nou.edu.ng Published By: National Open University of Nigeria First Printed 2004 ISBN: 978-058-312-2
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What’s your personal Philosophy to create a good life? Everyone has a personal philosophy to a good life. Some people think that money will create a good life and others think its by surrounding themselves with theoretically “good people”. Even though some people have other personal philosophies‚ I have my own. My personal philosophy to a good life is just be who you are and not what other people want you to be. Like singer/songwriter Bruno Mars says be “Just the way you are”. When you are your
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related terms and processes. The teacher being observed and interviewed‚ informed me of the actual work that is asked of a special educator. Diagnostic/Prescriptive/Evaluative Teaching Diagnostic/Prescriptive/Evaluative Teaching 3 On the Northside of Chicago‚ I was allowed to interview and observe a special education class. The class consisted of seven special education students and out of the seven‚ four students was diagnosed with mental retardation. I could not specify or designate what
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passed‚ they still have the question‚ “what are these for?” So as a consequence‚ those who do not know the true significance and value of what they had memorized‚ tend to dispose of them. This already shows a weakness of liberal education. According to Simpson‚ any education that matters is liberal. But still‚ liberal education’s effectiveness depends on what the student does with it or the way it is treated. A student is short-cutting himself by short-cutting humanities‚ as stated by Cousins. To
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