Inclusion
Theories-Based Inclusive Education Practices
This review paper examines the theories of behaviourism, cognitivism, and constructivism that are considered to underpin the theory and practice of inclusive education. We argue that education practices related to the inclusion of students with special educational needs can be derived from each of the three theoretical perspectives.
Two perspectives of Inclusion in the United States
This paper discusses two views – a deficit stance and a social constructivist perspective – and the effects of these views on the meaning of inclusion, the purpose of inclusion, and how inclusive education is achieved.
This article revisits the great debate of constructivism versus teacher-centered instruction and special education. Time has come to effectively explore our educational system and examine the core unit of the whole enterprise, the textbook, the classroom, a setting that is often dominated by teacher talk and students listen.
Educating Students with Learning Disabilities in Inclusive Classrooms
This artcle suggests that educators will need to make placement decisions considering the resources available in their school, in addition to the skill level of the students they work with, in order to make proper decisions regarding least restrictive environment. Doing so puts the student at the center of educational planning rather than ideological belief.
Understanding Inclusive Education: Ideals and Reality
The key issue discussed in the article is the main challenges in developing inclusive education. Most European countries have acknowledged inclusive education as a means to secure equal educational rights for all persons. However, the definitions and implementations of inclusive education vary immensely.