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ERIC Number: EJ1037695
Record Type: Journal
Publication Date: 2013-Dec
Pages: 10
Abstractor: As Provided
Reference Count: 25
ISBN: N/A
ISSN: ISSN-0826-4805
Questioning Secondary Inclusive Education: Are Inclusive Classrooms Always Best for Students?
Tkachyk, Ruth Elizabeth
Interchange: A Quarterly Review of Education, v44 n1-2 p15-24 Dec 2013
Educating students with special needs in inclusive settings has become a priority for westernized governments as they strive to create more inclusive societies. While recognizing the societal benefits of inclusion, teachers and parents question whether or not implementation of full inclusion will come at the expense of learners' individual needs. This is particularly true for students with cognitive disabilities moving into the content-rich, peer-dominated environment of secondary school. It will be maintained within this article that there remains a need for segregated classrooms where students with mild cognitive disabilities can receive the specialized programming and supports that they require in a low-stress environment. Furthermore, educators should continue to prioritize the learning needs of all students with disabilities when contemplating full inclusion. Modeling an inclusive society should not mean inclusion at all costs, but considering what's best for each student and recognizing that one size does not fit all.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A