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

Articles

Inclusive Education

DOI
https://doi.org/10.64546/jaasep.62
Abstract
The placement and education of students with disabilities in the general education classroom has generated a challenge and varied opinions for educators, families, and service providers. It is likely that with recent litigation and legislation which supports inclusion and increasing pressure from advocates of inclusion, the trend towards including students with disabilities in the general education classroom will continue. Classroom teachers’ and administrators’ perceptions along with students’ self-perceptions must be considered as these may have a great impact on the inclusion of students with disabilities in general education settings. The purpose of this paper is to address concerns and give helpful strategies for inclusive education.
Keywords
Interaction, Teacher Role, Inclusion, Regular and Special Education Relationship, Interpersonal Relationship, Disabilities
References

Beirner-Smith, M., Daane, C. J., & Latham, D. (2000). Administrators‘ and teachers‘ perceptions of the collaborative efforts of inclusion in the elementary grades. Education, 121(2) 331-339.

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Brady, M. P., McDougall, D., & Dennis, H. F. (1999). The schools, the courts, and the integration of students with severe handicaps. The Journal of Special Education, 23, 43-55. DOI: https://doi.org/10.1177/002246698902300105

Brownell, M. T., & Parjares, F. (1999). Teacher efficacy and perceived success in mainstreaming students with learning and behavior problems. Teacher Education and Special Education, 22,154-164. DOI: https://doi.org/10.1177/088840649902200303

Cornoldi, C., Mastropiere, M.A., Scruggs, T.E., & Terreni, A. (1998). Teacher attitudes in Italy after twenty years of inclusion. Remedial & Special Education, 19(6), 350-357. DOI: https://doi.org/10.1177/074193259801900605

Courson, F. H., Frances, H., & Hay, G. H. (1997). Strategies for success in inclusive classrooms. Reading & Writing Quarterly, 13(1), 97-100. DOI: https://doi.org/10.1080/1057356970130109

Gameros, P. (1995). The visionary principal and inclusion of students with disabilities. NASSP Bulletin, (79)568, 15-17. DOI: https://doi.org/10.1177/019263659507956803

Ghose, C., Head, L. Q., Lindsey, J. D., & Rangasamy, R. (2002). Learning disability factors and inclusive-educational experiences and teachers‘ perceptions of full inclusion. Research for Education Reform, (6)2.

Holloway, J. H. (2001). Inclusion and students with learning disabilities. Educational Leadership, (30), 88-91.

Meltzer, L., Pollicia, L.S., Reddy, R., Roditi, B., Sayer, J., & Theoka, C. (2004). Positive and negative self-perceptions: is there a cyclical relationship between teachers‘ and students‘ perceptions of effort, strategy use, and academic performance? Learning Disabilities Research & Practice, (19)1, 33-44. DOI: https://doi.org/10.1111/j.1540-5826.2004.00087.x

Synder, R. F. (1999). Inclusion: A qualitative study of inservice general education teacher‘s attitudes and concerns.

There are 11 references in total.
How to Cite
Lambert, L. (2008). Inclusive Education. Journal of the American Academy of Special Education Professionals, 3(3), 67-71. https://doi.org/10.64546/jaasep.62

Fall 2008

Article Information

  • Article Type Articles
  • Submitted September 5, 2008
  • Published October 15, 2008
  • Issue Fall 2008
  • Section Articles
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