Annotated Bibliography

Emily Darling

Almazan, S., Bui, X., Quirk, C. & Valenti, M. (2010). Inclusive Education Research & Practice.

Retrieved from http://www.mcie.org/usermedia/application/6/inclusion_works_final.pdf

This website article gives research supported facts to how placement in general education helps children
with disabilities. It also talks about the impact on the typical peers, debunking ideas that it puts a
disadvantage on the general education which in turn it doesnt hinder them, but benefits them. There are
also offered solutions to issues and controversies that arise with the topic of inclusion. All in all this
article covers statistical bases and gives insight to other articles that prove the data with research.
Although not very significant statistics there is still an apparent change in certain subjects such as a
two-year study found that 41.7% of students with learning disabilities made progress in math in general
education classes while only 34% in traditional special education classes. Other significant subjects
include spelling, social studies, and other academic indicators.

Bouck, E. C. (2006) Spotlight on Inclusion: What Research and Practice is Telling the Field. Electronic

Journal for Inclusive Education 1(10), 1-22. Retrieved from

http://corescholar.libraries.wright.edu/cgi/viewcontent.cgi?article=1014&context=ejie

Inclusion is the classroom can be considered somewhat vague at times because benefits can fluctuate on a
case-to-case basis. This paper regards inclusive education for secondary students among students with
disabilities. Within this paper there are two separate studies, one with students with mental impairment
and learning disabilities, another presenting data with mild mental impairment with their peers and adults,
as well as a final study with children with cross-categorical disabilities. These studies concluded
counterarguments with inclusion and therefore need more information to be examined, but still suggest
benefits to inclusive environments. This paper is also beneficial because it goes into the government
support behind inclusion, explaining the Individuals with Disabilities Education Act and how children
need to be educated in the least restrictive environment to support special inclusion. Why this paper
counter argues inclusion because it discusses negative academic and social consequences.

Brault, L., Cohen, A. J., Dailey, L., Frank, Guralnick, E., Kunitz, J., Ryan, M., Shaw. P., Sherman. M.,

& Valdivia, R. (2009). Inclusion Works!: Creating child care programs that promote belonging

for children with special needs. California: California Department of Education.

Retrived by: http://www.cde.ca.gov/SP/CD/re/documents/inclusionworks.pdf

This is a handbook for inclusive classrooms stating: children with special needs may present unique
challenges, but the care they need is very similar to that needed by any child. It starts off with identifying
a child with special needs to then how care providers taking care of both special need and general ed.
They soon discover there is not much different between the general ed and the inclusive child and use
these inference to realize that they should be mixed. There are lot of different topics in this book with
each chapter that are helpful on how to know how to successfully include a child and make it best for both
general ed and the children with disabilities.

Dudley-Marling, C., Burns, M. Two Perspectives on Inclusion in the United States. Global Education

Review 1(1), 14-28. Retrieved from http://files.eric.ed.gov/fulltext/EJ1055208.pdf

This article discusses the angles taken on inclusion, one being the social side of it and the other, the deficit
perspective which deals primarily with the student and their own achievement. Using both these lens the
article discusses the meaning of inclusion, the purpose of it, as well as how inclusion can happen in
schools around the country. Going into depth the authors explain the deficit perspective looks into the
minds and bodies of the children being included into the classroom and how they have overcome any
issues in order to fit into a normal school setting. On the other hand the social perspective works on
reforming schools to overcome the issues on accommodating children with special needs. By taking both
of these into account it can be seen the work that needs to be done on both ends in order to promote
inclusion.

Ford, J. (2013) Educating Students with Learning Disabilities in Inclusive Classrooms. Electronic

Journal for Inclusive Education, 3(1), 21. Retrieved from

http://corescholar.libraries.wright.edu/cgi/viewcontent.cgi?article=1154&context=ejie.

There are many controversies in inclusion in education, but there are still many strategies to help children
out who need special attention and they can still be included in a general ed classroom. Ford lists specific
topics such as co-teaching, interventions, peers helping peers, etc. to try to overcome the negatives of
inclusion. Ford focuses heavily on the student being the focus for whats best in the situation, rather than
the school and its materials, saying that the students needs should be put first rather than the school that
is deciding whether to accommodate for inclusion or not. Ford gives several steps to obtaining this
decision whether a child should be put in general education or not in order to come to the best decision for
the child. He believes it is possible to educate children with special needs in the least restrictive
environments with just a bit of extra help and determination.

Henninger, W. R., & Gupta, S. S. (2014). How to Jumpstart Your Programwide Plan: How Do Children

Benefit from Inclusion? Brookes Publishing. Retrieved from

http://archive.brookespublishing.com/documents/gupta-how-children-benefit-from-inclusion.pdf

This chapter out of the book: How to Jumpstart Your Programwide Plan how preschoolers with or
without disabilities benefit from being in inclusive environments. In their early years, children are in a
period of rapid growth where they are growing rapidly not only physically but emotionally and socially as
well. They are also becoming higher level communicators and understanding social situations. This
chapter discusses how benefits from inclusion show up in behaviors and skills for all children. Children
with disabilities benefit from inclusion classrooms by developing social-emotional skills as well as
appropriate behaviors and acquire early language, communication, and early literacy skills. By mixing
kids with disabilities and their general ed peers there is a closing of the gap between the levels.

Jordan, D. (2007). Inclusion in the Preschool Setting. Retrieved from

http://www.earlychildhoodnews.com/earlychildhood/article_print.aspx?ArticleId=11.

This article discusses different aspects of a general ed classroom in younger education and how each
aspect helps a child with a disability. Small things like circle time, snack time, and recess which then
helps them with self-help and handling aggression as the general ed kids can help model these positive
behaviors. General ed classrrooms move at a faster pace than special ed secluded classrooms and the kids
with disabilities move along with it. Teachers are still know to take it at a well-paced speed as well. This
is great for my capstone because it gives me specific examples of ways classrooms are great ways for
children both general ed and special ed to learn these skills together.

Pawlowicz, B. K. (2001) The Effects of Inclusion on General Education Students. American

Psychological Association Publican Manuel 1(1), 1-41. Retrieved from

http://www2.uwstout.edu/content/lib/thesis/2001/2001pawlowiczb.pdf

This is a study that examined effects of inclusion on regular education students while also factoring in the
changes that were made to include students with disabilities into regular education students. And even
though certain kids in the class need extra attention, the teacher was still able to focus and spend enough
time with the general education students. However, Pawlowicz discusses that it really depends on the
attitude of both the class and the teacher in deciding if inclusion classrooms are successful or not because
if the attitudes are negative then cooperative planning wont take place and it will be a negative
experience and environment. But generally, special education students are not an issue for the teacher or
class because even if there are worries of disruptions in this study it is found that the teacher records very
little disturbances. Therefore in the end there are more positives to inclusion than negatives for general
education students and teachers. General education students learn compassion, understanding and
tolerance for special education peers and welcome a new generation of non-judgment.

Spence, R. S. (2010) The Effects of Inclusion on the Academic Achievement of Regular Education

Students. Electronic Theses & Dissertations 1(6), 1-111. Retrieved from

http://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=1369&context=etd

This paper discusses a study done where there is significant correlation between math scores and
achievement of students in an inclusive setting and those not in an inclusive setting. These inclusionary
classrooms show significant improvement of achievement on students in need of special education but
negative effects on students in general education. The paper refers to the unwillingness of school officials
of tackling this research for making the best decision for students. One idea discussed in this paper is the
dilemma is school administrators are lowering the achievement of the majority of general education
students in order to increase the achievement of the students with disabilities which is frustrating and an
important issue to discuss if considering the background problems in schools on inclusion.

Walker, K. E. (1999) Inclusion and Its Effects on Students Electronic Journal for Inclusive Education,

1(2), 1-13. Retrieved from

http://corescholar.libraries.wright.edu/cgi/viewcontent.cgi?article=1014&context=ejie

Inclusion is becoming a big part of schools because of low performances in both special and general
education. The idea of inclusion can help raise performance in both these classrooms even if there are
arguments against it. This paper takes a focus on preschool children and how inclusion has positive
effects on them. Walker delves into both full inclusion and least restrictive environment to support the
civil right of inclusion and also touches on mainstreaming/integration which is slightly different than
inclusion. Walker also dives into the advantages of inclusion which is very helpful specifying for the
special education student benefit academically as well as gaining positive social skills. He talks of having
this inclusion at a young age benefits them throughout their lives, becoming a more high functioning
adult.