ERIC Number: ED466327
Record Type: Non-Journal
Publication Date: 2002-Jul
La inclusion en los grados intermedios (Inclusion in Middle Schools). ERIC Digest.
Hines, Rebecca A.
The generally accepted concept of inclusion is that students with disabilities attend classes with their general education peers with direct support from special educators. This digest, written in Spanish, discusses the rationale for inclusion in middle schools, explores recent research on inclusion, and discusses barriers to implementation. It also notes that the rationale for inclusion has never rested on research findings, but on principle. Proponents insist that the integration of students with disabilities is inherently right, compared often to the same right to racial integration. Both opponents and proponents of inclusion can find scattered research to support their respective views, although current research is inconclusive. Opponents point to research showing negative effects of inclusion, often citing low self-esteem of students with disabilities in the general education setting and poor academic grades. Proponents point to research that shows positive results for both special and general education students, including academic and social benefits. A discussion of the barriers to inclusion, which generally fall into three categories: organizational, attitudinal, and knowledge barriers concludes the document. (LPP)
Descriptors: Disabilities, Educational Cooperation, Inclusive Schools, Mainstreaming, Middle School Students, Middle Schools, Regular and Special Education Relationship, Special Education, Student Needs, Teacher Collaboration
ERIC Clearinghouse on Elementary and Early Childhood Education, Children's Research Center, University of Illinois, 51 Gerty Dr., Champaign, IL 61820-7469. Tel: 800-583-4135 (Toll Free); Tel: 217-333-1386; Fax: 217-333-3767; e-mail: email@example.com; Web site: http://ericeece.org. For full text: http://ericeece.org/pubs/digests.html.
Publication Type: ERIC Publications; ERIC Digests in Full Text
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Elementary and Early Childhood Education, Champaign, IL.