Abstract
This paper examines the benefits and disadvantages of inclusion programs from the point of view of the student as well as the teacher.
Inclusion means keeping special education students in regular classrooms and bringing the special support services to them. It discusses the affect it has on the children's education and on their parents. It details the types of schools where inclusion is more successful and where it is less successful. It discusses psychological and educational research done on this issue and presents its conclusions. It discusses several relevant education models such as: The itinerant model, used for certain categories of special education and the consultation model, when the teacher remains in one or two buildings with larger numbers of students to serve.

From the Paper
"In schools where collaboration was successfully implemented, the special needs children developed improved social skills, greater motivation to learn, and increased self-esteem. Positive peer relationships developed. In these situations, "Collaboration brought complementary professional skills to planning, preparation, and delivery of classroom instruction" [Ripley, 1997]. "The concepts of individualized instruction, multiple learning styles, team teaching, weekly evaluation, and detailed planning are all of direct benefit to students "[Ripley, 1997] Middle Schools easily lend themselves to the principles of collaboration. Collaboration is an important process of general education of Middle School Students where interdisciplinary teams often share in planning [Hines, 2001]. Middle school structures can be used as a model for special education inclusion."

Tags:special, general, eductaion, teachers, inclusion, program, students, collaboration, middle, school

Abstract
This paper explains that mainstreaming involves placing special education students in regular classrooms as much as possible and using resource rooms where the student receives special tutoring, review, and instruction. The author defines inclusion as the total integration of special education students and services into the general education classroom, where special education teachers collaborate with general education teachers to teach the entire class. The paper stresses that one of the critical issues in mainstreaming and inclusion is the training of the teachers involved.

Table of Contents
Introduction
Philosophy
Instructional Strategies
Behavior Management Strategies
Conclusion

From the Paper
"The issue of mainstreaming and inclusion need a lot of thought and preparation. Students however learn best when they are among their peers and when they feel safe and comfortable. Usually being included in a regular classroom provides such safety and comfort better than being segregated in a special classroom. The stigma attached to being a special education student takes away that safety and adds some embarrassment to the difficulties the student already faces. However, to include successfully special education students into the regular classroom I would want to make sure some factors are considered. According to Brucker (2000) three important factors are the attitudes of the teachers, parents and students, having an adequate support system and professional skills and knowledge. The atmosphere in the classroom must be a positive one for special education students to feel welcomed and accepted."

Tags:stigma, training, classroom, resource-room, modeling

Abstract
This paper reviews literature on how school districts are trying to finance their special education programs and facilities. It examines how the literature indicates that, in general, districts obtaining monies from diverse funding sources, attempt to use diverse funding formulas and have become more creative and more energetic in attempting to raise local/community level funds. It also looks at how they re-organize and improve current fund management and engage in socio-political and advocacy activities. It also discusses how more money does not necessarily guarantee improved ability to teach students and improved student learning and uses a value-added student achievement model to determine this.

From the Paper
"One way in which the country's school districts are funding special education programs and facilities is that they are using a variety of funding sources. According to the Center for Special Education Finance (CSEF, 1999), most school districts obtain funds for special education from state, local and federal sources. In this regard, the CSEF reports that, on average, about 56 percent of special education funding comes from state moneys. An additional 36 percent of funding comes from local sources while the remaining 8 percent comes from the federal government."

Tags:students, money, community, fundraising

Abstract
Parent involvement has been identified through research and within the law as a key component to student success in school. This paper attempts to answer the question of whether parent involvement impacts student achievement for primary special education students with mild to moderate educational needs. Three objectives are followed in order to answer this question. They include: (1) identify successful parent involvement practices, (2) develop a plan to increase parent involvement and implement it with parents and teachers, and (3) provide professional and parent development on parent involvement to improve upon current practices.

Outline:
Abstract
Introduction
Research Questions/Objectives
Participants/Site Selection/Justification
Methodology
Instrumentation
Procedures
Data Analysis
Conclusions/Expected Results
Bibliography
Budget
Projected Timeline
Appendix

From the Paper
"Research on the effect of parent involvement on specific areas of educational achievement and with specific populations has also been conducted, particularly in the area of reading. Monique Senechal (2006) found that parent involvement has a positive impact on children's reading acquisition. More specifically she noted, "Having parents teach specific literacy skills to their children was two times more effective than having parents listen to their children read and six times more effective than encouraging parents to read to their children" (Senechal, 2006). She found that parent involvement had a positive impact for children from kindergarten to grade 3, the most critical years for reading acquisition, and that the interventions were as effective for children experiencing reading difficulties as they were for normally-developing children (Senechal, 2006). "

Tags:Learning, Disabilities, special, education

Abstract
This paper defines and examines the different types of learning disabilities that affect children. The author looks at research studies that compare the achievement of children with learning disabilities like dyslexia with children who are not impaired by a disability. The paper discusses LDs in conjunction with behavioral and emotional disabilities as well. The paper also mentions strategies that may improve the educational goals of children with LDs.

From the Paper
"It is not easy to say who is a learning disabled. A lot of arguments have taken place for a certain time in order to classify the learning disabled. According to the term "specific learning disability" means a disorder in one or more basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in an imperfect ability to listen, speak, read, write, spell, or do mathematical calculations."

Tags:education, teach, method, brain, dysfunction, dyslexia, behavior, emotional, research, children, language, training

From the Paper
"Five and a half million children in schools today can be categorized as disabled. This counts for 11-12% of the school population. Additionally, the US Department of Education spends at least thirty billion dollars annually on special education, which accounts for 22% of total education spending (Staples 64). Inclusion, though not defined by law, is commonly known as the process by which young people and adults with disabilities and/or handicaps are mainstreamed into society. It is an attitude/belief system rather than an action or set of actions. As defined in Richard A. Villa and Jacqueline S. Thousand's book, Creating An Inclusive School, inclusion is "a way of life, a way of living together, based on a belief that each individual is valued and does belong" (6). Inclusion has provoked strong and often differing opinions within both general and special education. Critics disagree with the expected success of inclusive practices. However, inclusive education creates a sense of community, promotes equality in the classroom, and provides strategies to include learning disabled students successfully. Therefore, inclusion is beneficial to all students and must be recognized as educational reform that will result in a successful organizational change toward inclusion."

Tags:children, classroom, collaborative, disability, equal, exclusion, inclusion, learning, normalization, opportunities, peers, school, special, students, teaching

Abstract
This essay identifies and explores the role and work of the educational psychologist. The DFEE Working Party Report and its definition and classification of the educational psychologist's core work is extensively reviewed. The essay also evaluates the national curriculum and its role in assessing children with learning difficulties, focusing on both specific and general learning difficulties. Finally, the SEN Code of practice is discussed and how this benefits children with behavioral difficulties.

From the Paper
"To become an educational psychologist (EP), an individual must first obtain a first degree in psychology and a postgraduate diploma in teaching. After at least two years of teaching experience they can apply for a master's degree in educational psychology. Educational Psychologists therefore have a broad understanding in teaching and in psychology, allowing a unique insight into child development, effective teaching and learning approaches, positive behaviour management, specific learning disabilities, intervention techniques, assessment methods and relevant legislation and research. Their work therefore focuses on all these areas."

Tags:adhd, assessment, autism, dyslexia

Abstract
This paper examines some of the U.K. guidelines and practical advice for teachers regarding the special needs of various groups of learners, such as those with partial hearing, partial sight, mental health problems, physical disability etc. The paper also provides a case study that highlights these issues.

Outline:
Introduction
The Disability Equality Duty
The Learner in Need of Specialist Support
Institutional Provision
Access to the ESOL Service Facilities
Teacher's Role in Providing Support
Conclusion

From the Paper
"The systemic failures in institutional provision begin with the enrolment process. Although there is a section on the enrolment form for students to declare disability, in practice this box is rarely if ever ticked. In Ye's case despite obvious physical evidence to the contrary, this box has not been ticked. Even if the disability box is ticked, there is no process for this information to be relayed to the tutor of the class in which the learner is eventually placed. Furthermore, this "flagging" system is dependent on either the enrolment tutor or the student themselves being able to identify the disability of area of special needs. Learners from poor educational backgrounds or countries where special needs support is less well developed may be unaware of their own needs. Likewise most tutors are not specialists and may miss signs of some learning difficulties. Dyslexia for example, may be confused with low English language ability."

Tags:special, education, disability, ESOL

Abstract
The paper critically analyzes cross-curricular approaches to teaching the foundation subjects and religious education (RE), alongside standard subject-based approaches.

From the Paper
"Whilst it is important to gain an understanding of the definitions of the approaches considered, It is equally important to recognise how developments in primary teaching have influenced current thinking. The introduction of the National Curriculum saw the subject areas subdivided, and allotted differing degrees of status depending upon whether they were core or foundation subjects. The introduction of the National Numeracy Strategy (NNS) and National Literacy Strategy (NLS), resulted in OFSTED relaxing the requirement to report on the foundation subjects (Barnes, 2007: 15). This resulted in children receiving limited access to the learning of foundation subjects and RE. The report All Our Futures (National Advisory Committee on Creative and Cultural Education (NACCCE) 1999) has prompted considerable discussion on the place of creativity in the modern primary curriculum. "

Tags:different, disciplines, standard, subject-based

Abstract
This paper discusses how a great number of students with learning disabilities are at high risk for educational failure because they often have difficulty remembering materials covered in school and how their teachers can help these students improve their performance and their long term success through mnemonic instruction. It examines various studies on the topic and reviews relevant literature. It evaluates how the majority of research indicates that using basic phonetic instruction alone is insufficient, especially for students with learning disabilities. When basic skills are taught in conjunction with mnemonic strategies, memory improves because well established pictures in the memory bank to link new information and trigger a strong electrical impulse to help recall the new information. The research studies have consistently shown that mnemonic strategies can be taught to students of all ages and of all levels of learning disabilities. Studies have also shown that when students are taught mnemonics to help them study, they begin to use mnemonics on a regular basis and also begin to make up their own memorization techniques.

From the Paper
"The traditional theory of learning, which has been used in the past as a supplement to the mass schooling approach of the early 19th century, is that in order for a student to learn complex skills such as reading, he must first become adept at making sense of the smallest components of the language (for example letters) and then advancing to larger components (for example sounds, words, and sentences). Phonics supporters generally agree that by employing "the direct approach" in regards to instruction, as well as providing an undeviating focus on logical sequencing, students will effectively learn to identify words quickly and consistently, as well as improving their spelling, vocabulary, handwriting, listening, and thinking skills (Share and Stanovich, 1995)."

Tags:children, memory, bank, teachers, phonetic, language, skills