The Inclusion of Disabled Students
A paper which studies the successful assimilation of special needs and disabled children into regular education institutions.
This paper shows that for students with disabilities as well as those without, inclusion promotes tolerance, patience and understanding. It shows that inclusion, which refers to the integration of disabled students into mainstream classrooms, is becoming an increasingly widespread practice in schools across the United States. It explores how many schools are streamlining their general and special education programs in an effort to not only improve the relatively poor grade averages permeating America’s school systems, but to enhance social and communication skills that will help students better adjust to today’s increasingly diverse society.
“Ash et al (1997) conducted an experiment that examined and evaluated student attitudes towards disabled students in three different undergraduate universities. The findings were that the majority of non-disabled students were not informed about the issues disabled students deal with at the college level. Although social contact between disabled and non-disabled students was limited, those who had attended school with disabled students in the past were more likely to initiate social contact, or respond favorably to the disabled student. Additionally, while many non-disabled students claimed to support inclusion, much of this support was hinged upon the condition and capacity of both the individual and the institution. Both disabled and non-disabled students agreed that early social and educational contact would generate a better, shared understanding of inclusion and the problems facing disabled students.”