Importance of inclusion classrooms International Journal of Research & Method in Education Vol. 33, No.

1, April 2010, 2140 ISSN 1743-727X print/ISSN 1743-7288 online 2010 Taylor & Francis DOI: 10.1080/17437271003597907 http://www.informaworld.com The Framework for Participation: a research tool for exploring the relationship between achievement and inclusion in schools Kristine Black-Hawkins* Faculty of Education, University of Cambridge, 184 Hills Road, Cambridge CB2 8PQ, UK (Received 26 January 2009; final version received 13 August 2009) This article researches the correlation of achievement for students in the classroom with an inclusion school setting. The researchers believe some teachers in todays society continue to believe inclusion settings take away from childrens learning that do not have a disability. The researches used interviews, observations, documents and statistical data to come to their conclusion of their results. With their finals their objective is to contribute to previous findings of learning to adapt to an inclusion classroom setting and to erase any previous negative misconceptions of what inclusion classrooms can do to children with out a disability. They write, it is about being equitable towards learners; it is not about denying differences between them. This article is directed toward educators and researchers. Inclusion in school: a policy, ideology or lived experience? Similar findings in diverse school cultures PATY PALIOKOSTA and SONIA BLANDFORD British Journal of Learning Support Volume 25, Issue 4, Article first published online: 3 NOV 201v 2010 The Authors. Support for Learning 2010 NASEN. Published by Blackwell Publishing Ltd, 9600 Garsington Road, Oxford OX4 2DQ, UK and 350 Main Street, Malden, MA, MA 02148, USA. This article discusses the barriers for inclusion in school settings, and the change of policy by hierarchy to be made to make inclusion normalized in societies today. Overall creating a social justice for school educators ideology for equal learning. Such barriers they discuss include a lack of flexibility of secondary schools, limitations in teacher training, time limitation in making inclusive policy implementation, teacher knowledge and overall funding for inclusive schooling. The researchers concluded that although political policies are reinforced in schools, social policy is not, otherwise teachers still see deficits within children who have a disability. Their solution to these barriers is within the policy makers. Suggesting when constructing the policies to have in mind the respect of the individual receiving them and the professionals implementing them. This article is directed toward future and current educators. Towards Inclusion of Students with Special Educational Needs in the

Regular Classroom Bruce Allen Knight Article first published online: 7 JAN 2003 DOI: 10.1111/1467-9604.00091 This article discusses the philosophy of inclusion in classrooms; it also discusses the advantages of inclusion as well as some of the challenges that come along with implementing inclusion in a class environment. His overall message is to prevent segregation in classrooms, and to steer toward an equal and diverse setting for future classrooms. His intended audience includes Educators and one main difference from the other articles and this one is he includes a classroom scenario to present the reader one an inclusive classroom should look like in his eyes. This article is more of a guideline for future and current educators. The author concludes that there is still much work to be done to transform the mainstream negative ideas of inclusion classrooms. He suggests teachers need to become active in promoting an ideal inclusive school setting by creating a positively critical outlook on their teaching. Mainstreaming in education (Surveys) Teachers (Beliefs, opinions and attitudes) Authors: Scruggs, Thomas E. Mastropieri, Margo A. Pub Date: 09/22/1996 Publication: Name: Exceptional Children Publisher: Council for Exceptional Children Audience: Academic; Professional Format: Magazine/Journal Subject: Education; Family and marriage Copyright: COPYRIGHT 1996 Council for Exceptional Children ISSN: 00144029 Issue: Date: Fall, 1996 Source Volume: v63 Source Issue: n1 This article discusses the data research found 10,560 teachers on their perception of inclusion schooling. In their results they found there was a slight majority that teachers would implement inclusion practices into their curriculum. They measured the training of the individual teachers to be able to implement these practices, only to 1/3 of the teachers felt fully trained to do so in their classroom. Those who did not, felt positive in having further training so they would be trained. The major difference of this article was that it was surveyed experiment, meaning there were no observations. The authors final comments on the use of this data is the teachers need support to teach classes that include students with disabilities. The Journal of Special Education

DOI: 10.1177/002246699903300105 J Spec Educ 1999 33: 50 Bryan G. Cook and Melvyn I. Semmel Classroom Composition Peer Acceptance of Included Students with Disabilities as a Function of Severity of Disability and Published by: Hammill Institute on Disabilities This article discusses the peer acceptance of students with disabilities in classrooms. They studied 285 students, and of those students 44 students had noticeable or unnoticeable disabilities. The importance of discussing this issue of peer acceptance is that it gives children with disabilities enhances these childrens lives when they are accepted by society. This was a thorough experiment, using MANCOVA and ANCOVA data analysis equations. Giving the researchers data to construct into graphs to create a result to analyze. They concluded with their findings that children with disabilities do not stand out as much in heterogeneous classrooms. Thus, children reject behavior not similar to their own. This finding is to deal with noticeable disabled children, children with mild disabilities were accepted much more in their classroom. The researchers overall findings considers the importance of classroom composition for acceptance of children with disabilities among their peers.