Special Education and Inclusion: Physically Research Proposal

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(Fondacaro, 2001) Reported is a convenience sample of 12 students, 10 boys and 2 girls in the age range from 8-13 which was taken from nine public school and three private elementary schools in south New Jersey. The twelve students in this study were diagnosed as having Asperger's syndrome. Data was collected through semi-structured field interviews with special education and regular education teachers. Data was coded by the researcher according to the following categories and subcategories: (1) Characteristics of Asperger's syndrome - academic, social and behavioral (2) Educational Interventions - academic, behavior modification, social skills, placement and special services (3) Background of the Child (4) Teacher Attitudes (5) Teacher Training. (Fondacaro, 2001)

II. FINDINGS of the STUDIES REVIEWED

Wynbranski (1996) reports that results indicated."..that the early intervention programming had altered the school placements of children with Down Syndrome.

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" Stated as a significant finding in this study was "the movement from the historical segregated placements traditionally experienced by this population." (Wynbranski, 1996)

Findings in the study of Pirie (1996) state that "a number of educational practices have emerged that endorse the inclusion philosophy and provide opportunities for a diverse group of learners. Certain practices however, such as cull-out support and pull-out instruction for mildly and moderately disabled students in combination with in-class support and instruction continue to be supported as a desirable option by educators and parents." (Pirie, 1996)

Findings reported in the work of Fondacaro (2001) state: "Findings of this study indicated that a small teacher to student ratio was the most successful academic intervention while the behavior modification system in conjunction with positive teacher attitudes was the most successful behavioral intervention. Successful social skill.....

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