Research Paper

“Get knowledge of the spine, for this is the requisite for many diseases.” –Hippocrates, 460-377 BC. If a Greek physician could make this statement over 2300 years ago, why is it such an under-exposed theory today? As stated in Chiropractic First, written by Dr. Rondberg, a chiropractor of 35 years and founder of the “Chiropractic Journal,” Hippocrates “believed that only nature could heal and it was the physician’s duty to remove any obstruction that would prevent the body from healing” (8-9). These “physicians” are called chiropractors today, and their goal is to remove subluxations, the displacement of two or more spinal disks that causes

On May 2, 2012, the National Football League lost one of its elite players to suicide: Junior Seau. Seau played for the Chargers, Dolphins, and the Patriots during his professional football career and was a 12-time Pro Bowler before retiring in 2009. Three years after his retirement however, Seau committed suicide by shooting himself in the chest with a gun. This greatly shocked the football world and its image of Junior Seau as a person, but it soon realized the cause for his action. Shortly after Seau’s death, researchers examined Seau’s brain and found that it contained a disease known as chronic traumatic encephalopathy which is formed

Students with special needs need deserve the same education general education students are presented with. The philosophy of “ Disability Inclusion” concentrates on creating a safe, loving, and effective learning environment for students who suffer from physical, learning, and behavioral disabilities. When a student with disabilities is placed in the same environment as a non-disabled student, the results show wonderful improvement. When we are able to discover the strength of the student we are able to see just how much the student can improve in an inclusion classroom. Disability Inclusion not only sets a new beginning for an equal education of special education students, but it allows for more interaction with the child, and a more hands-on assessment.

However, the negative aspects of inclusion have not proven a strong enough point in that the good, which comes from this experience, severely outweighs any doubt of its success. Inclusion of autistic children has shown to be beneficial due to the notion that these 'disabled kids' can attend 'normal' classes with their non-learning disabled peers. By allowing all kids to feel 'normal' we, as a society, stand a chance of making prejudice which we associate the disabled under, cease to exist.

In the United States, starting salaries for teachers who have completed a four-year degree are far lower compared to many other professions, which also require a four-year degree. In most states, teachers must undergo testing and other rigorous certification requirements, but they are given the same consideration or status as beginning professionals in other areas. Although attractive incentives are offered, the compensation does not compare to the long hours of work and schooling required for a teaching career.

Many children have had learning disabilities for many years. Each year more and more of these children are being helped. Schools are working to improve their special education programs and to have all kinds of students work together in the same classroom. The practice of inclusion was started because educators felt that special needs students would achieve more in traditional classrooms with non-learning disabled students than they would in special education classes. However, research findings suggest that there really is no difference in academic achievement levels for special needs students when they are placed in regular classrooms.

Inclusion is the act of placing students with disabilities into the general education classroom. Students are given the tools, time, and resources necessary to actively participate in all aspects of the general education classroom. Inclusion is not just adding a student with disabilities into the classroom, but genuinely including them as valued members of the classroom. Inclusion is not an easy system to put into practice because it requires a great deal of teamwork and cooperation between teachers, administrators, and parents. Positive Inclusion programs closely supervise the social and academic progress to ensure the students are thriving. When inclusion is done correctly, the teacher finds a way to meet the student’s needs in a way that is natural and unobtrusive. The resources and supports in an inclusion classroom benefit all students, not just the students with disabilities.

Inclusion in education is an approach to educating students with special educational needs; under this model students with special needs spend most or all of their time with non-disabled students. Evidence from the last decade reveals that segregation of special needs students, as opposed to spending time with non-disabled students, is actually damaging to them both academically and socially. Segregating students placed in the special education category is a trend that has been vastly common in public schools, but in the last few years inclusion in general education settings is becoming a more credible option. Placing students in an inclusive classroom is effective in positively adjusting not only their academic performance, but also

Inclusion can be defined as the act of being present at regular education classes with the support and services needed to successfully achieve educational goals. Inclusion in the scholastic environment benefits both the disabled student and the non-disabled student in obtaining better life skills. By including all students as much as possible in general or regular education classes all students can learn to work cooperatively, learn to work with different kinds of people, and learn how to help people in tasks. “As Stainback, Stainback, East, and Sapon-Shevin (1994) have noted, ‘...the goal of inclusion in schools is to create a world in which all people are knowledgeable about and supportive of all other

Inclusion in the classroom is a widely debated issue in education today. Inclusive education means that students with disabilities are supported in chronologically age appropriate general education classrooms in schools near their home. These students also receive the specialized instruction outlined by their individualized education programs (IEP 's) within the context of the core curriculum and general class activities. Inclusion was developed to make sure students with disabilities go to school along with their neighbors and friends. These students are also receiving specifically designed instruction and support to achieve and succeed as learners. Is inclusion in the classroom beneficial for both general and special education students is the issue. I believe that there are positive and negatives about inclusion but overall it is beneficial for some students.

Over the past twenty years, there has been a strong movement within schools around the United States to integrate students with disabilities in to general education classrooms. Schools have been making more efforts to increase educational opportunities for students with disabilities, and while there are many benefits to inclusion, there are also many challenges. Inclusion of special education students in a regular education classroom continues to be the center of debate amongst administrators and teachers. Everyone has their own ideas and attitudes towards inclusion, and research studies have revealed that there are many things that contribute to those positive or negative attitudes.

Inclusion in classrooms is defined as combining students with disabilities and students without disabilities together in an educational environment. It provides all students with a better sense of belonging. They will enable friendships and evolve feelings of being a member of a diverse community (Bronson, 1999). Inclusion benefits students without disabilities by developing a sense of helping others and respecting other diverse people. By this, the students will build up an appreciation that everyone has unique yet wonderful abilities and personalities (Bronson, 1999). This will enhance their communication skills later in life. Inclusive classrooms provide students with disabilities a better education

One of the most controversial issues facing educators today is the topic of educating students with disabilities, specifically through the concept of inclusion. Inclusion is defined as having every student be a part of the classroom all working together no matter if the child has a learning disability or not (Farmer) (Inclusion: Where We’ve Been.., 2005, para. 5). The mentally retarded population has both a low IQ and the inability to perform everyday functions. Activities such as eating, dressing, walking, and in some cases, talking can be hopeless for a child with mental retardation.

Orr (2009) conducted interviews with special education teachers and the attitudes they have seen in their schools since inclusion was implemented in their schools. Orr (2009) chose fifteen teachers, which included fourteen female and one male teacher who agreed to participate in the study so it was a purposive criterion sample. Twelve of the fifteen teachers taught in a suburban area, two in a rural area, and one in an urban area; but they varied in the age they taught and school. Seven of the fifteen teachers taught in a self-contained classroom while the remaining eight taught in a resource room, where they only saw a student for less than an hour or two a day. Another pattern that showed was that many teachers found that they did not receive any classes that focused on differentiation or inclusion while completing their undergraduate work (Orr 2009). These results are important when considering the implementation of inclusion because it may mean that there is a need to reteach teachers. It is important to consider professional development classes district-wide before implementing inclusion in the classroom.

The special education system in the United states has drastically changed, but some are questioning where it stands; is it for the better, or for the worse? Many can agree that improvements have helped shape education Acts and school environments which, were proposed in meeting the needs of students with disabilities, but others questioned if it had, at all, started with distinguishing the purpose of inclusion, and if so, is it key in understanding the impact of the special education system on those with disabilities? In order to properly grasp the concept of inclusion, one would have to examine a series of documented research done on inclusion, and how it incorporates to a multitude of opportunities opening up to students