Educational Psychology And The Effectiveness Education Essay

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Geoff Lindsay is head professor of Educational Psychology and SEN as well director of CEDAR University states that inclusive education is a crucial policy in numerous countries in order to enhance educational opportunities for children with disability and special educational needs. The main purpose for this paper was to review the benefits and effectiveness of inclusive education. Lindsay (2007) conducted this research by examining a range of SEN children from beginning to end of compulsory education. The study used a wide range of literature samples including; comparative and qualitative studies, studies of teacher, attitudes, processes and models. All things considered, the evidence derived from this research does not provide clear validation on the benefits of inclusive education. Out of 1300 studies only 1% of papers were found addressing efficacy (contrasting the results of children with SEN in mainstream and special, or comparing the performance of children with SEN in mainstream settings with their typically developing peers). In addition, evidence showed that it was marginally in favour of inclusion. Nonetheless, the author himself admits that variables such as evaluative and methodological glitches should be considered. One thing however; that the researcher did not consider was the fact that children with SEN tend to sometimes have additional problems. The paper also talked about the importance of interaction and it's effects … this paper is merely focused on research evidence on the efficacy of inclusive education… Although I found this interesting I don't think I will be using it in my research because

Ferguson, D. L. (2008). International trends in inclusive education: The continuing challenge to teach each one and everyone. European Journal of Special Needs Education pages 109-120.

Ferguson (2008), states that inclusive education has been on-going since the early 1980s. She is a reliable author because she is a special education professor at the University of Oregon. Her expertise consists of concerns and techniques for inclusive education in educational institutions for learners with disabilities. On top of her teaching abilities, she is also a well-known experienced researcher. In this book, Ferguson (2008) assesses the attempts created to deal with these inclusive education concerns. She compares what is presently occurring in education today to early developments back in 1980s. The author verifies that significant improvements have been created in offering learners with disabilities with accessibility to standard education. Additionally, she took into account the main areas of inclusive education and the strategies developed to accomplish inclusion in common education. She discovered that nations around the globe are implementing inclusion to different levels and educational institutions are being pushed to create plans and methods to fulfil the needs of all learners regardless of capabilities. The author concludes that worldwide achievements in inclusive education are unbalanced, and education institutions and systems continue to lack when it comes to obtaining quality education as well as inclusion for all. The final results propose that educational institutions ought to evaluate the efficacy of their inclusion techniques for special needs learners. I found this book interesting and shall use it on my research because it tackles what is presently going on in today's institutions and inclusion as well as the history of inclusion. Presently, educational institutions are experiencing many difficulties other than inclusion such as global economy, new technology and politics. However, the most pressing challenge that remains and what educational institutions face is how to make education available everywhere and to everyone.

Villa, R. A., & Thousand, J. S. (Eds.) : Creating an inclusive school

Villa (2000) and Thousand (2000) have published and edited numerous books on inclusive education; this particular book is very beneficial for parents, teachers and those with any kind of impairments. The book begins to describe and explain the fundamentals of inclusive as well as providing various perspectives on the definition of inclusive education. It then moves on to a section composed by a parent whose child is in school; the parent records a conversation with his child and witnesses a child with an impairment being eliminated from the class. A traditional viewpoint of inclusive education is provided and information and description of the viewpoint and reasoning for developing inclusive education institutions. I found this book the most interesting and will definitely use it for my research because it provides insight on parents and teachers of learners with impairments perspective on inclusive education. I found it beneficial mostly because it has a chapter of questions that teachers and parents may have on developing inclusion in schools. The book includes various fascinating sections written by teachers and parents of learners with disabilities that convey the viewpoint explained by the experts to life. Furthermore, there is a chapter that is written by an individual with an impairment which provides a significant but neglected viewpoint . There are a lot of chapters that talk about adjusting the curriculum to the requirements and needs of all learners in addition to creating modification to inclusive educational institutions.

Fox, S., Farrell, P,. & Davis, P. (2004) 'Factors a Factors associated with the effective inclusion of primary-aged pupils with Down's syndrome.' British Journal of Special Education, 31(4) pp.184-190.

The authors are from the University of Manchester but it is not clear whether they have experience in the special education sector. In this article the authors discuss an investigation on how primary schools cope with the inclusion of children with Down 's syndrome. The research focused on 18 pupils who attended six local primary schools in North West England. When they assessed the findings from the 18 case studies, they found that it was a cause of concern to the support that has been put in place for the child, other pupils, attitudes of staff and parents of other children towards the inclusion process of the child with Down's Syndrome. The authors concluded

Kemple, K (2004). Let's be friends: Peer competence and social inclusion in early childhood programs. New York: Teachers College Press.

Kemple (2004) speaks about social competence between learners with special educational needs and 'normal' students through inclusion; as well as explaining the importance and significance of social inclusion and competence. The main purpose of this book is to indicate how essential social inclusion is by promoting positive interactions between peers and learners with special educational needs. This book is mainly aimed at teachers who need help in creating strategies and managing inclusion. This is a reliable source because the author is … she has published numerous books regarding Special Education. Dr Kemple researches mainly concentrate on … and assisting the growth of public and psychological competence at early years. I found it really helpful because it provides examples of learners who have experienced poor interactions with their classmates; and after that it offers suggestions to teachers on how to provide positive and beneficial experience for all learners. I didn't find this resource biased in anyway because it promotes positive relationships between classmates and how a teacher can stop or decrease negativity in classrooms. I also found this source really good because we both share the same viewpoint when it comes to inclusive education and promoting positivity in classrooms; in addition to this, she supports her theory by providing examples of real life situations.