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International Education Studies, v2 n4 p154-161 Nov 2009

Traditionally, children requiring special educational needs (SEN) are segregated into separate learning environments. While this education practice has been established for years, other educators and analysts have been questioning its efficacy. Most of them suggest that students with SEN should be included into mainstream schools to maximize their learning experiences. Several other benefits as well as issues have been raised in relation to this educational issue. In this paper, the factors related to the education and inclusion of students with SEN, including the curriculum, attitude of the educators, professional development, equality issues as well as learning experiences, will be discussed. The significance and relevant effects of these factors will be the basis of the conclusion of this paper on whether inclusion should be adapted.

Descriptors: Special Education, Disabilities, Inclusion, Mainstreaming, Student Placement, Teacher Attitudes, Teacher Competencies, Educational Resources, Equal Education, Psychology

Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies[at]ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es





Autor: Wang, Huei Lan

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=4672&id=EJ1065757



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