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INCLUSION & INTEGRATION - Coggle Diagram
INCLUSION & INTEGRATION
SOCIAL IMPACT
Students with disabilities go to the same schools as their peers, brothers and sisters (Porter and Towell, 14)
Students are engaged in social activities of the
school. (Porter and Towell, 7)
Students interact more with students with exceptionalities in inclusive settings as opposed to segregated settings (Loreman, McGhie-Richmond, Barber & Lupart)
Individuals with disabilities are being seen as valued contributors to the workforce by governments and private organizations as many large companies have created programs to attract individuals with disabilities for employment .This is reflected in national employment statistics that indicate that employment for Canadians with disabilities grew from 49.3% to 53.5% between 2001 and 2006. (Loreman, McGhie-Richmond, Barber & Lupart)
Students with learning and behavioural difficulties in classrooms with teachers who hold interventionist attitudes are better accepted by peers (Wiener, 3)
Children typically make friends with peers who have similar personalities, interests, and academic achievement, and with whom they have lots of opportunity to interact (proximity). (Wiener, 5)
EMOTIONAL IMPACT
Each student is treated with dignity and respect (Irvine, Lupart, Loreman & McGhie-Richmond)
Each student experiences a positive and
supportive learning environment at all times. (Porter and Towell, 16)
Students with disabilities who are included become adults who spend more time in the local community in both leisure pursuits and employment and has been shown to positively impact self esteem (Loreman, McGhie-Richmond, Barber & Lupart)
Inclusion has also been shown to encourage independence in students with exceptionalities. (Loreman, McGhie-Richmond, Barber & Lupart)
Students with learning and behavioural difficulties in classrooms with teachers who hold interventionist attitudes have a higher academic self-concept (Wiener, 3)
Teachers reinforce all students for effort and collaborating with and helping others. (Wiener, 5)
EDUCATIONAL IMPACT
Students are provided with access to the same learning
opportunities as same age peers (Porter and Towell, 7)
Instruction is based on the student’s strengths and weaknesses (Porter and Towell, 16)
Students with disabilities in inclusive classrooms benefit not only academically from interaction with their typically achieving peers but also learn culturally relevant societal behaviours. (Loreman, McGhie-Richmond, Barber & Lupart)
Students with disabilities contribute meaningfully and learn from their experiences (Wiener, 4)
CITATIONS
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Loreman, T., McGhie-Richmond, D., Barber, J., & Lupart, J. (2009). Parent perspectives on inclusive education in rural Alberta, Canada. Exceptionality Education International, 19(2), 21-36. https://ir.lib.uwo.ca/eei/vol19/iss2/3/ Accessed 02 Jul. 2021.
Irvine, A., Lupart, J., Loreman, T., & McGhie-Richmond, D. (2010). Educational Leadership to Create Authentic Inclusive Schools: The Experiences of Principals in a Canadian Rural School District. Exceptionality EducationI International, 20(2), 70-88. https://ir.lib.uwo.ca/eei/vol20/iss2/7/ Accessed 02 Jul. 2021.
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