Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Positive and Negative Aspects of Inclusion Services

  • Christye Hayes, M.Ed., Ed.S. (Author) The University of Mississippi image/svg+xml
    Christye Hayes, M.Ed., Ed.S., holds a B.A. in Communicative Disorders, M.Ed. in Special Education, and an Ed.S. in Curriculum and Instruction with an emphasis in Special Education from The University of Mississippi. She is currently enrolled in the Ph.D. Special Education program at The University of Mississippi. She has worked as a Speech Therapist for five years and worked for The University of Southern Mississippi as a Technical Assistant Specialist where she provided high quality professional development opportunities to various school districts in the state of Mississippi in order to increase Mississippi’s capacity to meet goals relevant to Positive Behavior Intervention and Support (PBIS) through program improvement. Christye Hayes is currently employed as a Pre-Kindergarten Special Education teacher.
DOI
https://doi.org/10.64546/jaasep.229
Abstract
The purpose of this research paper was to investigate the conceptions and misconceptions of an inclusive education. Inclusion was formulated upon three core inclusionary principles, these being: setting diverse suitable learning challenges, responding to needs of pupils, and overcoming potential barriers to learning and assessment for individuals and groups of children. As a result of No Child Left Behind (NCLB) and the even more recent mandates of the revised Individual with Disabilities Act (IDEA) of 2004, which defines "highly qualified" in new ways, it has become increasingly important for schools to utilize their resources using more effective and creative means.
Keywords
Disabilities, Educational Legislation, Equal Education, Federal Legislation, Inclusion, Student Needs
References

Cesar, M. (2006). From exclusion to inclusion: Collaborative work contributions to more inclusive learning settings. European Journal of Psychology of Education, 21, 333-346. DOI: https://doi.org/10.1007/BF03173420

Clough, P. (1998). What’s special about inclusive education? Education Studies, 2-10.

Gay, Mills, and Airasian. (Eds.). (2006). Educational research: Competencies for analysis and Applications (8th ed.). Upper Saddle River, NJ: Pearson Education, Inc.

Hodkinson, A. (2006). Conceptions and misconceptions of inclusive education-one year on: A critical analysis of newly qualified teachers’ knowledge and understanding of inclusion. Research in Education, 76, 43-55. DOI: https://doi.org/10.7227/RIE.76.4

Keil, S. (2006). Special education needs and disability. British Journal of Special Education, 33, 168-172. DOI: https://doi.org/10.1111/j.1467-8578.2006.00435.x

Kohler-Evans, P. (2006). Co-teaching: How to make this marriage work in front of the kids. Education Studies, 2, 260-264.

McLesky, J., & Waldron, N. (2007). Making differences ordinary in inclusive classrooms. Intervention in School & Clinic, 42, 162-168. DOI: https://doi.org/10.1177/10534512070420030501

Richards, H. (2007). Addressing diversity in schools: Culturally responsive pedagogy. TeachingExceptional Children, 39, 64-68. DOI: https://doi.org/10.1177/004005990703900310

There are 8 references in total.
How to Cite
Hayes, C. (2014). Positive and Negative Aspects of Inclusion Services. Journal of the American Academy of Special Education Professionals, 9(1), 60-65. https://doi.org/10.64546/jaasep.229

Winter 2014

Article Information

  • Article Type Articles
  • Submitted January 5, 2014
  • Published February 15, 2014
  • Issue Winter 2014
  • Section Articles
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