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Responsible inclusion for students with learning disabilities

S Vaughn1, J S Schumm

  • 1Department of Teaching and Learning, University of Miami, Coral Gables, FL 33146, USA.

Journal of Learning Disabilities
|May 1, 1995
PubMed
Summary

Responsible inclusion for students with learning disabilities prioritizes student and family needs, teacher choice, and adequate resources. Irresponsible practices neglect these crucial elements, impacting educational outcomes.

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Area of Science:

  • Education
  • Special Education
  • Inclusion Practices

Background:

  • Students with learning disabilities require tailored educational approaches.
  • Inclusion is a widely adopted educational model.
  • Effective inclusion necessitates careful planning and resource allocation.

Purpose of the Study:

  • To differentiate between responsible and irresponsible inclusion practices for students with learning disabilities.
  • To establish clear guidelines for effective inclusive education.

Main Methods:

  • Comparative analysis of inclusion models.
  • Literature review of best practices in special education.
  • Synthesis of expert recommendations for inclusive classrooms.

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Main Results:

  • Responsible inclusion centers on student-centered approaches, voluntary teacher participation, and sufficient resources.
  • Key elements include school-based model development, a continuum of services, continuous evaluation, and professional development.

Conclusions:

  • Implementing responsible inclusion practices is vital for the success of students with learning disabilities.
  • Irresponsible inclusion can lead to negative educational experiences and outcomes.