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This paper will examine some insights that were gained through an interview with a teacher. She was previously a special education teacher. Since inclusion, which means educating a student with a mental, physical, or emotionally disability in a regular classroom, she is now a regular clssroom teacher. While interviewing her, she talks mainly of the class she had taught last year. It was a class of twenty- eight, and there were three students with learning disabilities (two boys and one girl). The disabilities were attention deficit disorder, hyperactivity disorder, and a learning disability. She had assistance of a teacher's aid three days per six day cycle. This assistance was provided for approximately three months. Most of the year, she had to manage the xlassroom without the assistance of a teacher's aid. She mentioned that there wasn't a resource room in the school, but felt that there shoul have been. The students with the disabilities would generally cause disruption to the class order and management. The students behavior distracted the other students' attention and learning. After speaking with her for the first couple of minutes, I felt that she was not in agreement with full inclusion. The first article I examinedd was "Full Inclusion is Neither Free Nor Appropriate" by Albert Shanker. This article does not agree with the placement of exceptional children in to regula classrooms. It states that the studnets, both "regular" and exceptional children, will lose out on an appropriate educational experiences if inclusion occurs.
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