Inclusion or confusion

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Stanfield, Stepheny
University of Lethbridge. Faculty of Education
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Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1999
My choice for an in depth project is to focus on the term Inclusion. I have found that considerable interest has been generated in recent years by the attempt to integrate, mainstream, or include disabled children into the regular public schools. There are many social and educational issues related to this process that must be looked at. Throughout this paper, the realities and myths of inclusion will be explored, from the point of view that inclusion in and of itself is neither good nor bad. Knowing very little on this subject area I wanted to first be open minded and cover all the facts. I was to discover that the "Inclusive Education Model" is the 1990's solution to resolving the issue of equal education for all. This composition will clarify several enabling conditions which are significant to the "Inclusive Education Model". It will discuss some of the major issues or concerns that are relative to the educational system. The most crucial controversy to be debated "is inclusion feasible for all children?" and which authors have influenced the growing concerns for and against inclusive schools. Through professional journals, teacher magazines, teacher education conferences, textbooks and teacher's conversations; the term "inclusion can be defined as a set of values and principles" that are fundamental to contemporary schools.1 Inclusion is really about school change to improve the educational system for all students. It means changes in the curriculum, changes in how teacher's teach and how student's learn, as well as changes in how students with and without disability labels interact with and relate to one another. Through this model there are several enabling conditions which must be met to successfully fulfill this challenge.
viii, 40 leaves ; 28 cm. --
Special education -- Alberta , Mainstreaming in education -- Alberta