Environmental Science -- Literature Review Essay

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The published results also show that female students with special needs that had been placed in a general education setting were less satisfactorily integrated than the males, Bakker explains. Why general education students rejected girls in this context requires additional research, according to the authors. On the other hand, this research in no way should be interpreted as negative regarding the concept of mainstreaming students with special needs.

M.J. Reid and colleagues write in the Journal of Clinical Child and Adolescent Psychology (2007) that the "Incredible Years" program -- another strategy using parents and placing students with special needs into mainstream classrooms -- has shown some success. In this research, some students were placed in general education classrooms and others were part of a program designed to enlighten and train parents of children with special needs. The results show that when mothers receive training from the schools, children showed "less externalizing problems and more emotional regulation" than the general classroom integration produced.

Meanwhile an article published in the Journal of Intellectual Disability Research (McIntyre, 2008) alludes to a study in which twenty-five families -- their children were considered "at risk" individuals -- got involved with interventions that required two-and-a-half hour sessions each week for twelve weeks. The results from the strategies (including developmentally appropriate play, praise, and rewards) showed that "negative child and parent behaviors" were reduced significantly. Once again, parental involved with their children's education activities proves to be significant boost to the child's chances for success. In a study published in the Journal of Applied Behavior (Chaabane, et al., 2009) the results showed that though a special tactic (picture exchanges as a means of special communication), mothers would play an important role in helping their autistic boys. Another research piece (Journal of Educational Research, Sanders, 2008) shows that school districts should engage in cooperative activities with parents and community members in terms of providing growth opportunities for teachers, parents, and students that are at risk.

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Still another scholarly research article, this one in the journal, Research in Developmental Disabilities, was not as conclusive in terms of workable, practical results. This research presented a literature review of 26 outcomes from studies of autistic children. Of those 26 studies, 21 dealt with behavioral treatments, two evaluated the Colorado Health Sciences Project and three used the TEACCH interventions. According to the authors, the results did not conclusively show which, if any of the tree approaches, enjoyed the most success.

Conclusion

It is a well-known fact in the field of education that when parents get involved in their children's education, in most cases positive results can be expected. And when the children are those with autism, or otherwise have special needs, parents become a vital component for the schools and teachers in terms of providing success for the students. Some strategies involve training parents, and others involve moving children with learning disabilities into mainstream classrooms. But more often than not, when schools and parents are working together, good things happen for the children.

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