DOCSLIB.ORG

Review of Disability Studies and the Inclusive Classroom: Critical Practices for Embracing Diversity in Education

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Review of Disability Studies and the Inclusive Classroom: Critical Practices for Embracing Diversity in Education Journal of Language and Literacy Education Vol. 13 Issue 2—Fall 2017 Review of Disability Studies and the Inclusive Classroom: Critical Practices for Embracing Diversity in Education. Reviewer: Christopher Bass University of Illinois at Chicago Baglieri, S. (2017). Disability Studies and the Inclusive Classroom: Critical Practices for Embracing Diversity in Education. (2nd ed.) New York: Routledge. ISBN: 978-0415993722 1 Journal of Language and Literacy Education Vol. 13 Issue 2—Fall 2017 The recently released second edition of Disability Typical discussions about inclusive education in the Studies and the Inclusive Classroom: Critical K-12 classroom focus on accommodations for Practices for Embracing Diversity in Education students with Individualized Education Program makes a significant contribution to the growing (I.E.P.) and 504s; however, Baglieri redefines community of scholars who seek to make inclusive education as an approach to teaching that pedagogical practices more inclusive. The field of aligns with the values of disability studies and the disability studies in education aims to disrupt the disability rights movement. As a result, inclusive ableist logic that has upheld normative expectations education underscores “disability and disabled in both special education and inclusion practices for persons’ experiences as distinctive and productive many years. This pernicious enforcement of ableist worldviews through which to engage in examination logic interferes with the success of inclusion and critique of culture in order to post problems and practices (Allen, 2008; Danforth, 2014; Smith, 2010; possibilities” (p. 5). The experiences of disabled Ware 2003). Baglieri consolidates several decades of individuals reveal how society creates barriers that theory and research from the fields of both disability exclude and ignore many groups of people. Though studies and special education. In addition to difficult, locating these societal barriers is the first providing a survey of these fields, the text notes the step to successful inclusive practices. Creating intersectionality between race, gender, sexuality, inclusive schools and societies “requires us to class, and abilities. contend with histories and beliefs about ability and disability that have long led to exclusion” (p. 3). Baglieri successfully captures the essential elements Examining such histories and beliefs opens up the of disability studies in education for a wider inclusive classroom to become a space that audience of readers. The need for such a text can be acknowledges the marginalization of many groups of seen in a quote by Corbett Joan Otoole (2015), a people. Baglieri explains, “inclusive education [...] disability activist and scholar, who claims that encompasses the experiences of students with “nearly every article about disability in mainstream disabilities, but is not exclusive to them” (p. 5). The media is by nondisabled people for nondisabled text assures that inclusive classrooms provide an people. These articles focus on the imagined distress opportunity for all students to feel more accepted at the losses that will occur if nondisabled people within the learning community. become disabled and almost never on the systems that create the perceived losses” (p. 14). The deficit Baglieri aligns inclusive education with critical narrative around disability is so established within pedagogy and claims, “inclusive education is a school districts that K-12 teachers and process, or project, that emanates from a critique of administrators rarely consider the potential of schooling that recognizes that injustices experienced differing abilities. In turn, most inclusive educators by children with disabilities are rooted in systemic encourage students with differing abilities to problems that are also experienced by many others” function in the “normate” manner like that of the (p.7). This concept of inclusive education does not general education students. This approach to remain focused solely on the experiences of the inclusive teaching often excludes students with disabled students. Rather, it encourages teachers to differing abilities and establishes normative consider how systemic injustice occurs across many expectations that limit the potential for learning differing groups of students. amongst all students in the classroom. Baglieri’s text takes a strong stand against such harmful The text is broken into three different sections. They pedagogical practices. start with a broad exploration of the history of 2 Journal of Language and Literacy Education Vol. 13 Issue 2—Fall 2017 disability in America and lead to a focused communities overcome a deficit approach to examination of specific methods to implement in differing abilities. The chapter begins with a concise the inclusive education classroom. account of the evolution of the disability rights movement and concludes with an exciting Part one contains four chapters that focus on description of the developing concept of disability disability in society and situates the definition of culture and the arts. One who is unfamiliar with Inclusive Education within the larger Disability these movements will likely find them informative. Studies movement. As a Ph.D. Candidate who Indeed, this section provides an essential foundation teaches Secondary English methods at my for any educator who seeks to enact inclusive university, I was particularly interested in this teaching. section, as historical perspectives on disabilities provide an essential foundation for inclusive Part two turns towards schools. Here, Baglieri education and often get under-examined in special examines how differing organizations have defined education courses. The first chapter, “What is disability. Chapter five, “Conceptualizing Disability Inclusive Education?”, outlines five differing tenets in Schools,” offers an overview of the definitions of of inclusive education. Classrooms that strive to disability used by the Individuals with Disabilities in create inclusive communities must: provide Education Act (I.D.E.I.A.). The chapter provides a opportunities to engage in meaningful learning detailed account of the evolution of terms that through diverse experiences; value and respect define “soft disabilities.” Though Baglieri dedicates diverse ways of knowing; embrace difference in self much space to these terms as defined by I.D.E.I.A., and others; support intellectual pursuit; value she stresses that “some proponents of the social education as agency. The following chapter, model of disability argue that all diagnoses and “Perspectives on Disability”, introduces key terms perceptions of impairment are ultimately subjective” involved with disability studies. First, Baglieri (p. 88). This chapter makes clear that concepts of a contrasts the dominant models around disability: “soft” disability are complex and often reveal the the medical model and the social model. From differences between the medical and social models there, she explores the varying euphemisms used to of disability. There is a suggestion that I.D.E.I.A. label differing abilities as well as the differences leads schools to apply a medical model of disability between people-first and identity first to diagnose students. In turn, overuse of these terms language. Baglieri stresses the importance of may perpetuate a deficit thinking around differing language choices used to describe a person when she abilities in schools. asserts, “language is both descriptive and political. Words are imbued with meaning derived from After examining the established approach to history, context, and paradigms of disability” (p. disability in schools, chapter six, “Disabilities and 32). Initial Approaches for Creating Inclusive Environments,” outlines “starting points and basics The final two chapters of part one counter each for beginning professional inclusive practice” that other. Chapter three, “Cultures of Exclusion,” push against the barriers of the medical model (p. situates disability stereotypes in a historical context 103). This chapter highlights the strengths of varying and reveals how many of these stereotypes evolved disabilities: physical, visual, auditory, speech, and and persist through ableism. After asserting the neurological. Rather than remain rooted in the roots of exclusion, chapter four, “Moving Toward definition of terms, this chapter explores the Cultures of Inclusion,” examines varying ways that potential of all differences. In addition to describing 3 Journal of Language and Literacy Education Vol. 13 Issue 2—Fall 2017 differing disabilities, Baglieri outlines pedagogical practices. Chapter eight, “Collaborative Planning strategies, called “Common-Sense Responses,” that and Practice,” outlines the many collaborative lead to inclusive teaching. For example, there are approaches to inclusive practices. Baglieri seven common-sense practices for teachers working encourages the teacher to collaborate equally with with students identified with emotional school professionals and student families. The disturbances or behavior disorders: practice and chapter contains suggestions for fostering positive teach to others acceptance, tolerance, and empathy; relationships to support student learning. Chapter accept, teach, and encourage many ways of nine, “Instructional Design for Inclusive Education,” communicating; slow down the pace of talk, pause presents a number of ways that teachers organize between topics, and take turns; model and teach activities of learning
Load more

Recommended publications
  • Strategies to Include Students with Severe/Multiple Disabilities Within the General Education Classroom
    Physical Disabilities: Education and Related Services, 2018, 37(2), 1-12. doi: 10.14434/pders.v37i2.24881 © Division for Physical, Health and Multiple Disabilities PDERS ISSN: 2372-451X http://scholarworks.iu.edu/journals/index.php/pders/index Article STRATEGIES TO INCLUDE STUDENTS WITH SEVERE/MULTIPLE DISABILITIES WITHIN THE GENERAL EDUCATION CLASSROOM Wendy Rogers Kutztown University Nicole Johnson Kutztown University ______________________________________________________________________________ Abstact: Federal legislation such as IDEA (1997) and NCLB (2001) have led to an increase in the number of students with significant disabilities receiving instruction in the general education classroom. This inclusionary movement has established a more diverse student population in which general and special education teachers are responsible for providing instruction that meets the needs of all their students. Although most research focuses on effective inclusionary practices for students with high incidence disabilities (e.g., learning disabilities), literature has revealed a dramatic increase in the number of students with severe/multiple disabilities receiving support in general education settings. Therefore, it is imperative that educators acquire the effective inclusive practices necessary to meet the unique needs of students with severe/multiple disabilities. A review of literature was conducted to determine effective ways to include and support students with severe/multiple disabilities within the general education classroom. Keywords:
    [Show full text]
  • Disability Studies 1
    Disability Studies 1 DST:1101 Introduction to Disability Studies 3 s.h. Introduction and overview of important topics and discussions Disability Studies that pertain to the experience of being disabled; contrast between medical and social models of disability; focus on Chair, Department of Health and Human how disability has been constructed historically, socially, and Physiology politically in an effort to distinguish myth and stigma from • Warren G. Darling reality; perspective that disability is part of human experience and touches everyone; interdisciplinary with many academic Coordinator, Disability Studies areas that offer narratives about experience of disability. GE: • Kristina M. Gordon (Health and Human Physiology) Diversity and Inclusion. DST:1200 Disabilities and Inclusion in Writing and Film Undergraduate certificate: disability studies Around the World 3 s.h. Website: https://clas.uiowa.edu/hhp/undergraduate/ Exploration of human experiences of dis/ability and exclusion/ disability-studies-certificate inclusion. Taught in English. GE: Diversity and Inclusion. Same Disability studies examines disability as a social, cultural, as GHS:1200, GRMN:1200, WLLC:1200. historical, and political phenomenon rather than focusing DST:3102 Culture and Community in Human on its clinical, medical, or therapeutic aspects. It is an Services 2-3 s.h. interdisciplinary and multidisciplinary field that draws on Influence of social issues (e.g., diversity, equity) on human scholarship from diverse disciplines, including anthropology, services;
    [Show full text]
  • RTI in the General Education Classroom
    Bowling Green State University ScholarWorks@BGSU Honors Projects Honors College Spring 5-3-2016 Inclusive Settings: RTI in the General Education Classroom Brittany Graves [email protected] Follow this and additional works at: https://scholarworks.bgsu.edu/honorsprojects Part of the Curriculum and Instruction Commons, Disability and Equity in Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Educational Methods Commons, Educational Psychology Commons, Elementary Education and Teaching Commons, Other Teacher Education and Professional Development Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, and the Special Education and Teaching Commons Repository Citation Graves, Brittany, "Inclusive Settings: RTI in the General Education Classroom" (2016). Honors Projects. 314. https://scholarworks.bgsu.edu/honorsprojects/314 This work is brought to you for free and open access by the Honors College at ScholarWorks@BGSU. It has been accepted for inclusion in Honors Projects by an authorized administrator of ScholarWorks@BGSU. Inclusive Settings: RTI in the General Education Classroom Brittany N. Graves Advisor 1 Chris Fluckinger, Ph.D. Advisor 2 Alfred DiVencenzo, M.Ed. Table of Contents Table of Contents pg. 1 Abstract pg. 3 The Dilemma as Presented Through My Pendulum Theory pg. 4 The Pendulum Theory [Figure 1] pg. 6 Overview of Response to Intervention (RTI) pg. 8 Response to Intervention Pyramid [Figure 2] pg. 9 Tier 1 pg. 10 Howard Gardner’s Multiple Intelligences [Figure 3] pg. 13 Tier 2 pg. 15 Tier 3 pg. 17 Field Work Setting pg. 19 Field Work Data Collection Methods & Results pg. 22 Staff Interview [Table 1] pg. 23 Staff Interview [Table 2] pg.
    [Show full text]
  • The (Narrative) Prosthesis Re-Fitted Finding New Support for Embodied and Imagined Differences in Contemporary Art
    The (Narrative) Prosthesis Re-Fitted Finding New Support for Embodied and Imagined Differences in Contemporary Art Amanda Cachia Independent scholar and PhD candidate The (Narrative) Prosthesis Re-Fitted This article undertakes analyses of the contemporary American artists Robert Gober and Cindy Sherman to argue that they use the tropes of the obscene, abject, and traumatic—as discussed by Hal Foster—to make literal and metaphorical reference to David T. Mitchell and Sharon L. Snyder’s narrative prosthesis and its “truth,” while simultaneously leaving out the lived experience of disability. Consideration is given to the works of artists Carmen Papalia and Mike Parr, who use complex embodiment as a new methodology to signify empowerment and agency over what we might previously have considered the obscene, abject, or traumatic. They transform traditional understandings of the “prosthetic” within the specific rhetoric of disability. Introduction Why is it so de rigueur for contemporary artists to use disabled embodiment as a means to convey troubled emotional states, as a narrative and literal prosthesis? Narrative prosthesis is a term originally developed by David T. Mitchell and Sharon L. Snyder, where the disabled body is often inserted into literary, or in this case, visual narratives as a metaphorical opportunity. The disabled body or character is used as a type of crutch or supporting device that allows the narrative to take a turn or a new direction, but often the relationship between the story itself and the disabled body is one based on exploi- tation. “Through the corporeal metaphor,” Mitchell and Snyder articulate, “the disabled or otherwise different body may easily become a stand-in for more abstract notions of the human condition, as universal or nationally specific; thus the textual (disembodied) project depends upon—and takes advantage of—the materiality of the body” (50).
    [Show full text]
  • Fostering Employment for People with Intellectual Disability: the Evidence to Date
    Fostering employment for people with intellectual disability: the evidence to date Erin Wilson and Robert Campain August 2020 This document has been prepared by the Centre for Social Impact Swinburne for Inclusion Australia as part of the ‘Employment First’ project, funded by the National Disability Insurance Agency. ‘ About this report This report presents a set of ‘evidence pieces’ commissioned by Inclusion Australia to inform the creation of a website developed by Inclusion Australia as part of the ‘Employment First’ (E1) project. Suggested citation Wilson, E. & Campain, R. (2020). Fostering employment for people with intellectual disability: the evidence to date, Hawthorn, Centre for Social Impact, Swinburne University of Technology. Research team The research project was undertaken by the Centre for Social Impact, Swinburne University of Technology, under the leadership of Professor Erin Wilson together with Dr Robert Campain. The research team would like to acknowledge the contributions of Ms Jenny Crosbie, Dr Joanne Qian, Ms Aurora Elmes, Dr Andrew Joyce and Mr James Kelly (of the Centre for Social Impact) and Dr Kevin Murfitt (Deakin University) who have collaborated in the sharing of information and analysis regarding a range of research related to the employment of people with a disability. Page 2 ‘ Contents Background 5 About the research design 6 Structure of this report 7 Synthesis: How can employment of people with intellectual disability be fostered? 8 Evidence piece 1: Factors positively influencing the employment of people
    [Show full text]
  • The Inclusive Classroom: the Effects of Color on Learning and Behavior
    Journal of Family & Consumer Sciences Education, 29(1), Spring/Summer 2011 The Inclusive Classroom: The Effects of Color on Learning and Behavior Kristi S. Gaines Zane D. Curry Texas Tech University Color impacts student behavior within the physical learning environment. Due to the move toward including students with disabilities in the general education classroom, functional color applications are critical. This article reviews and analyzes existing literature and empirical evidence related to use of color in the classroom for students of all abilities. The three major areas reviewed were (1) the inclusive classroom for students with disabilities, (2) color theory, and (3) the physiological and psychological aspects of color. The results show that color is important in designing functional learning spaces. The results of this analysis may benefit educators, parents, and design professionals in designing beneficial learning environments for all students. Color is a powerful design element that produces profound psychological and physiological reactions. Studies have shown a relationship between color preferences, emotions, and academic performance in students (Boyatzis & Varghese, 1993; Imhof, 2004; Karp & Karp, 2001; O’Connor, Sofo, Kendall, & Olson, 1990; Terwogt & Hoeksma, 2001; Wilkins, 2003). The inclusion of learners with disabilities in the general education classroom creates additional challenges for learning and behavior. Federal law requires that children be educated in the least restrictive environment (LRE). The LRE is the requirement that special education students be educated with children without disabilities in the regular educational environment to the maximum extent appropriate to serve their needs. The Individuals with Disabilities Education Act (IDEA) of 2004 addresses the legal rights of students with disabilities.
    [Show full text]
  • Annual-Report-2017-Web.Pdf
    GRAD & Undergraduate 184 students across 7programs faculty & staff 200 Individuals 876served by the Family Clinic Clientsby served Assistive Technology Units (ATUs) $ million 7.4In external funding research57 % projects projects targeted51 underserved populations 2 E.Kief 2017 & 455 presentations 2017 Annual Report Department of Disability and Human Development Home to the Institute on Disability and Human Development Table of Contents 3 - Post-Doctoral Program Trains Tomorrow’s Leaders 4 - PhD Students Expand their Horizons Internationally 5 - First Undergraduate Student Graduates from DHD’s Major 6 - IL LEND Trainees Learn by Doing 7 - DHD Promotes Systems Change Through Training and Advocacy 8 - DHD Awards Three Trainees Diversity Fellows 9 - DHD Alumni as Leaders in Policy and Practice 10 - Assistive Technology Unit Promotes Independence for People with Disabilities 11 - Family Clinic Provides Community Based Programs 12 - Faculty Committed to Scholarship and Activism 13 - RRTCDD Promotes the Health of People with IDD 14 - Continuing the Legacy of the Americans with Disabilities Act (ADA) by Bridging Research, Training, and Education 15 - Students Recognized for their Achievements Welcome Statement We are pleased to present the 2016-2017 Annual Report for the Department of Disability and Human Development (DHD) and its Institute on Disability and Human Development (IDHD). It has been an exciting year for DHD as we now offer a full range of academic programs, from an undergraduate minor and major to a PhD program in Disability Studies and graduate certificates in Assistive Technology or Disability Ethics. We are attracting over 600 students to our courses each semester. Additionally, we are now able to offer teaching assistantships to our doctoral students.
    [Show full text]
  • INCLUSIVE EDUCATION and STUDENTS with INTELLECTUAL DISABILITIES (Ids) in the STATE of KUWAIT: ARE WE READY? by HAWAA ALSHEMARI
    INCLUSIVE EDUCATION AND STUDENTS WITH INTELLECTUAL DISABILITIES (IDs) IN THE STATE OF KUWAIT: ARE WE READY? By HAWAA ALSHEMARI A dissertation submitted in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY WASHINGTON STATE UNIVERSITY Department of Teaching and Learning MAY 2016 © Copyright by HAWAA ALSHEMARI, 2016 All Rights Reserved © Copyright by HAWAA ALSHEMARI, 2016 All Rights Reserved To the Faculty of Washington State University: The members of the Committee appointed to examine the dissertation of HAWAA ALSHEMARI find it satisfactory and recommend that it be accepted. ___________________________________ Darcy Miller, Ph.D., Chair ___________________________________ Susan Rae Banks, Ph.D. ___________________ ________________ Michael Dunn, Ph.D. ___________________________________ Brenda Barrio, Ph.D. ___________________________________ Richard Lamb, Ph.D. ii ACKNOWLEDGMENT I thank Allah for his grace and mercy upon me, providing me with faith, energy, and support to undertake this journey. I am profoundly thankful to the gift of Allah, my son Salim for being in my life, as he has been the inspiration and motivation of my journey toward helping people with disabilities. I am extremely grateful to my best friend, my oldest son Ghanem for his understanding, patience, and support. I am so fortunate to have him in my life. I would also like to acknowledge my supervisor, Dr. Darcy Miller and my committee members for their scholarly comments, support and encouragement. Thank you for your guidance and trust in completing this study. Finally, my appreciation is for my precious friend, Mary Kaye for her support and unconditional love. iii INCLUSIVE EDUCATION AND STUDENTS WITH INTELLECTUAL DISABILITIES (IDs) IN THE STATE OF KUWAIT: ARE WE READY? Abstract by Hawaa Alshemari, Ph.
    [Show full text]
  • The Disabled People's Movement
    The Disabled People’s Movement Book Four A Resource Pack for Local Groups of Disabled People Published by the BCODP The publication of this booklet was made possible by a grant from Charity Projects. First published in 1997 by The British Council of Organisations of Disabled People (BCODP). © BCODP All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means without the prior permission of the publishers and copyright owners except for the quotation of brief passages by reviewers for the public press. Composed by Equal Ability for BCODP Printed by Bailey & Sons Ltd., Somercotes, Derbyshire About this booklet This booklet will not tell you how to run your group, or how to do things. It is designed to signpost you to the information that you need. It will: - Give you ideas about areas you need to think about - Point you in the direction of books and organisations that may help. Some of these books will tell you how to do things. - Fill-in some of the gaps that these books leave about being a group of disabled people. While we were working on these booklets, we talked to many local groups of disabled people. They told us about the hard work and determination you need to succeed. This Resource Pack has been written to help you find support and information so that your hard work does not go to waste. We hope that you will find these signposts get you where you want to go a bit more quickly than you would get there without them! Full details of all books and reference materials mentioned in this booklet is contained in Resource Booklet 6 Introduction What this booklet covers This booklet covers the Disabled People's Movement: • Disability and the Disabled People's Movement • The History of the Movement • International Issues • Integration and inclusion • Campaigning • Self-organisation • BCODP There are some good books that will help you understand more about these subjects.
    [Show full text]
  • Innovation Configuration for Evidence-Based Practices for Students with Severe Disabilities
    Innovation Configuration Evidence-Based Practices for Students With Severe Disabilities Diane M. Browder Leah Wood Julie Thompson University of North Carolina at Charlotte Cecelia Ribuffo University of Florida August 2014 CEEDAR Document No. IC-3 ceedar.org Disclaimer: This content was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H325A120003. Bonnie Jones and David Guardino serve as the project officers. The views expressed herein do not necessarily represent the positions or polices of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this website is intended or should be inferred. Recommended Citation: Browder, D. M., Wood, L., Thompson, J., & Ribuffo, C. (2014). Evidence-based practices for students with severe disabilities (Document No. IC-3). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: http://ceedar.education.ufl.edu/tools/innovation-configurations/ Note: There are no copyright restrictions on this document; however, please use the proper citation. Page 2 of 86 Table of Contents Innovation Configuration for Evidence-Based Practices for Students With Severe Disabilities ... 5 Methodology ................................................................................................................................... 6 Terminology ............................................................................................................................
    [Show full text]
  • Early Long Cane Use: a Case Study
    Volume 3 Number 1 Winter 2010 ISSN 1945-5569 Association for Education and Rehabilitation of the Blind and Visually Impaired 1703 N. Beauregard Street, Suite 440 Alexandria, VA 22311-1744 (877) 492-2708 or (703) 671-4500 Fax: (703) 671-6391 www.aerbvi.org Association for Education and Rehabilitation of the Blind and Visually Impaired AER Journal: Research and Practice in Visual Impairment and Blindness ABBREVIATED INSTRUCTIONS FOR CONTRIBUTORS Authors should refer to full instructions at www.aerbvi.org. The AER Journal is a peer-reviewed member journal that is focused on excellent research that can be applied in a practical setting. The Journal publishes material of interest to people concerned with services to individuals of all ages with visual disabilities, including those who are multiply disabled and/or deafblind. Published submissions include Original Research, Practice Report, Book Review, Professional Corner, and Conference Proceedings papers. Original Research papers reflect the latest scientific discoveries in the fields of education and reha- bilitation in vision impairment and blindness (maximum length: 4,000 words). Practice Report papers reflect examples of best practice in the fields of education and rehabilitation of persons with visual impairments or who are blind. We expect not only academics but also practi- tioners to benefit from the contents (maximum length: 3,000 words). Book Review papers are brief reviews of recently published books which will include a review of both the content and structure of the book (maximum length: 1,500 words). Professional Corner papers are guest articles submitted by an AER member about a recent profes- sional experience or set of experiences (maximum length: 1,500 words).
    [Show full text]
  • The Inclusion of Students with Special Needs in the General Education Classroom
    Dominican Scholar Senior Theses Student Scholarship 5-2018 The Inclusion of Students with Special Needs in the General Education Classroom Megan Walsh Dominican University of California https://doi.org/10.33015/dominican.edu/2018.EDU.ST.01 Survey: Let us know how this paper benefits you. Recommended Citation Walsh, Megan, "The Inclusion of Students with Special Needs in the General Education Classroom" (2018). Senior Theses. 69. https://doi.org/10.33015/dominican.edu/2018.EDU.ST.01 This Senior Thesis is brought to you for free and open access by the Student Scholarship at Dominican Scholar. It has been accepted for inclusion in Senior Theses by an authorized administrator of Dominican Scholar. For more information, please contact [email protected]. !1 Inclusion of Students with Special Needs in the General Education Classroom A Thesis Presented in Partial Fulfillment of the Requirements of the Degree of Bachelor of Arts in Liberal Studies Dominican University of California by Megan Walsh May 2017 !2 This capstone has been presented to and accepted by the Faculty of Education in partial fulfillment of the requirements for the degree of Bachelor of Arts. The content and research methodologies presented in this work represent the work of the candidate alone. ___________________________________ ________________ Candidate Date ___________________________________ ________________ Rosemarie Michaels, LS Instructor Date ___________________________________ ________________ Rosemarie Michaels, Program Chair, Liberal Studies Date !3 Abstract The inclusion of students with special needs in the general education classroom has been a major topic of discussion for many years. Inclusion education means that all students are part of the school community, regardless of their strengths and weaknesses (“Sec.
    [Show full text]