文章基本信息

标题：SPECIAL NEEDS STUDENTS IN INCLUSIVE CLASSROOMS: THE IMPACT OF SOCIAL INTERACTION ON EDUCATIONAL OUTCOMESFOR LEARNERS WITH EMOTIONAL AND BEHAVIORAL DISABILITIES.
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作者：Mark A. Lamport,Ph.D. ; Lucheia Graves ; Amy Ward. 等
期刊名称：European Journal of Business and Social Sciences
印刷版ISSN：2235-767X
出版年度：2012
卷号：1
期号：5
页码：54-69
出版社：European Society of Business and Social Sciences
摘要：Inclusion of students with special needs is prevalent in many countries. One of many goals of special education is to give students with disabilities the opportunity to participate in the least restrictive environment so that they receive as much education as possible with non-disabled students. There are many strategies and models school systems are using to ensure special education students are participating within the mainstream classroom setting; however, the inclusion model seems to prove to be the most beneficial in the areas of academic achievement and social interaction. The inclusion model centers on educating students with disabilities in the general education setting along with their non-disabled peers. General education teachers do have concerns about teaching students with learning impairments including lack of training, planning time, and resources so research is essential to demonstrate how the inclusion model can have a positive impact on academic achievement as well as social interaction among students with disabilities. This paper includes a review of literature relating to the problems special needs students encounter by being included in the regular classroom. In general, the literature indicates inclusion can be problematic for special needs students. However, the literature indicates with proper training and resources, inclusion can be a practical and effective learning environment.
关键词：Inclusive Classrooms; Special Needs Student in;Inclusion; Special Education