ERIC Number: ED509705
Record Type: Non-Journal
Publication Date: 2010
Abstractor: As Provided
Reference Count: 30
The Inclusive Classroom: How Inclusive Is Inclusion?
Reid, Claudette M.
This paper presents the position that inclusion is limited; inclusion does not go far enough. The inclusive classroom has been assessed to be of benefit both to the teacher and student. There are, however, limits set on inclusion. In most classrooms only children with learning disability are included omitting those with severe disabilities, children of low socio-economic status and various ethnic background. A fully inclusive educational setting requires planning, trained teachers, and other supporting staff. Such an inclusive classroom is challenging but has the possibility of being effective.
Descriptors: Learning Disabilities, Inclusive Schools, Mainstreaming, Regular and Special Education Relationship, Severity (of Disability), Teacher Responsibility, Teaching Styles, Skill Development, Interpersonal Competence, Special Needs Students, Teacher Competencies, Classroom Techniques, Student Needs, Minority Groups, Low Income Groups, Equal Education, Educational Environment, School Culture, School Safety, Relevance (Education)
Publication Type: Opinion Papers; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A