Running head: INCLUSION AND PEER ACCEPTANCE
Proposed Study of the Effects Inclusion and Peer Acceptance of
Students with Learning Disabilities
Necole P. Joseph
HS5006
Capella University
Fall Quarter 2008
Introduction
The mainstreaming movement began in 1975 with the passage of Public Law 94-142 (Education for All Handicapped Children Act). Since then, additional legislation has allowed for children with disabilities and special needs to be integrated into the regular education classroom setting through the concept of mainstreaming (Yell & Shriner, 1997). Though mainstreaming has been heralded as an effective way of improving the academic and social environment of children with learning disabilities, its success continues to raise questions concerning the quality of social interactions for children in the mainstreamed classroom (Helper, 1994).
Statement of the Problem
One critical factor that has been identified across studies regardless of age and grade level is the importance of social skills for peer acceptance. It has been postulated that an inclusive environment in and of itself will not guarantee peer acceptance. For this to happen, students, disabled and non-disabled, must possess social skills (Buysee, et al., 2002) regardless of age and grade level, is the importance of social skills for peer acceptance. It has been postulated that an inclusive environment in and of itself will not guarantee peer acceptance. For this to happen, students, disabled and non-disabled, must possess social skills (Buysee, et al., 2002). As stated in The Child Health Foundations and Agencies Network (as cited in Buysee, et al., 2002), children who enter kindergarten without the requisite social and emotional skills often have difficulties with behavioral, academic, and social problems that can persist into adulthood. Likewise, a finding by Stiliadis and Wiener (1989) support the concept that the levels of social perception non-disabled students possess about... [continues]
Proposed Study of the Effects Inclusion and Peer Acceptance of
Students with Learning Disabilities
Necole P. Joseph
HS5006
Capella University
Fall Quarter 2008
Introduction
The mainstreaming movement began in 1975 with the passage of Public Law 94-142 (Education for All Handicapped Children Act). Since then, additional legislation has allowed for children with disabilities and special needs to be integrated into the regular education classroom setting through the concept of mainstreaming (Yell & Shriner, 1997). Though mainstreaming has been heralded as an effective way of improving the academic and social environment of children with learning disabilities, its success continues to raise questions concerning the quality of social interactions for children in the mainstreamed classroom (Helper, 1994).
Statement of the Problem
One critical factor that has been identified across studies regardless of age and grade level is the importance of social skills for peer acceptance. It has been postulated that an inclusive environment in and of itself will not guarantee peer acceptance. For this to happen, students, disabled and non-disabled, must possess social skills (Buysee, et al., 2002) regardless of age and grade level, is the importance of social skills for peer acceptance. It has been postulated that an inclusive environment in and of itself will not guarantee peer acceptance. For this to happen, students, disabled and non-disabled, must possess social skills (Buysee, et al., 2002). As stated in The Child Health Foundations and Agencies Network (as cited in Buysee, et al., 2002), children who enter kindergarten without the requisite social and emotional skills often have difficulties with behavioral, academic, and social problems that can persist into adulthood. Likewise, a finding by Stiliadis and Wiener (1989) support the concept that the levels of social perception non-disabled students possess about... [continues]
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