Classroom Diversity, RTI and Their Effects on Inclusion
| dc.contributor.author | White, Justin | |
| dc.date.accessioned | 2015-12-07T18:42:10Z | |
| dc.date.available | 2015-12-07T18:42:10Z | |
| dc.date.issued | 2015-11-19 | |
| dc.description.abstract | The Individuals with Disabilities Education Act (IDEA) was reauthorized in 1990. It has allowed our classrooms to become fully inclusive of students with disabilities. This inclusive classroom structure has become the norm across our nation. It is believed and widely accepted that keeping all students with multiple abilities within a classroom fosters the best learning environment. Researchers have stated that the social benefits outweigh any negative aspects. There are however educators that do not fully believe this model. They state that some students would be better served in smaller separate classrooms. My research has found that the inclusive classroom is effective until students reach high school. Here students are better served when separated in classes based on needs and ability. The students still are benefited by inclusion but their education is greatly enhanced when they can learn in classrooms accustomed to their needs. This research will be beneficial to educators, administration, parents, and lawmakers. It will allow them to better understand the needs of individual students and make decisions based on the information that will benefit the students and their education. | en_US |
| dc.identifier.uri | http://hdl.handle.net/11558/131 | |
| dc.language.iso | en | en_US |
| dc.subject | Inclusive classroom | en_US |
| dc.subject | Education | en_US |
| dc.subject | Response to intervention | en_US |
| dc.subject | Disability | en_US |
| dc.subject | Inclusion | en_US |
| dc.title | Classroom Diversity, RTI and Their Effects on Inclusion | en_US |