Annotated+Bibliography


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**Annotated Bibliography ** Arnold, Jean B, Harold W Dodge, and Albert Shanker. "Is Full Inclusion of Disabled Students Desirable?" Afterword. //Taking Sides: Clashing Views on Controversial Issues//. By James Wm Noll. 9th ed. Guilford: Dushkin/ McGraw-Hill, 1997. 190-205. Print. Taking Sides (title).

This source is an informational and persuasive report debating that question: is full inclusion of disabled students desirable? Attorney Jean B. Arnold and Superintendent Harold W. Dodge argue that inclusion is beneficial in there article “Room for All,” The American School Board Journal. In contrast, teachers’ union president Albert Shanker argues that full inclusion is not the best way, rather harmful way to educate special needs kids. The position held by all author validate their qualifications for writing this.

The thesis of Arnold and Dodge is that the implementation of IDEA, an act making inclusion mandatory, is beneficial to all students. Both authors examine that language of the law and the meaning of a “least restrictive environment.” They both review the //Daniel R.R v. State Board of Education (1989)// case to define what this environment looks like. Through this examination and their personal views, they come to the conclusion that a school must evaluate the degree of the disability in the students, accommodate their needs with supplementary aids, and modify regular education programs. They argue that placing a child with those who are not disabled is beneficial to both parties; not disabled children learn better when steps are broken and disabled students benefit from the social interaction On the contrary, Shanker argues that although IDEA is well intentioned, inclusion will harm the education of all students involved. Shanker believes that people are pushing for inclusion without considering the severity to the children’s disabilities. These disabilities, Shanker writes, is the reason why they are separated from regular classrooms; they are given the additional attention, aid, and support they need. Shanker states that the American Federation of Teachers’ (AFT’s) stance is that blanket decisions cannot be made for all students since each student with and without disabilities is different, yet all effected by IDEA regardless. Shanker also states that mentally disabled kids usually have violent, disruptive outbursts and that these impulsive actions could scare, threaten, or harm another student or their education. To support his argument, he describes the unpredictable outburst that resulted from Peter, a mentally challenged student whose film was shown at an AFT QuEST Conference in 1993. For these reasons, Shanker I believe that the research of the work is logical, clear, and well-researched. Both sides of the debate present clear, concise, and well supported arguments. Because all authors present various forms of outside research such as the language of the act and the opinions of other top officials, the scope of the topic has been adequately addressed. It is evident that all authors have clear biases since the article states that they will be arguing certain sides of this controversial issue. Overall, I believe that this source is helpful to my research; the presentation of two opposing sides on inclusion clearly helps me as I answer my essential question. The facts, dates, language of act, and opinions stated can all be used as substantial evidence to my stance to my essential question. The additional information and history of inclusion mentioned in the article will help me in developing my argument.

KleeBanks, and Lenzie Hart. Weblog post. //Help for Nonverbal Special Ed Children//. Bright Hub Inc., 30 June 2010. Web. 27 Oct. 2010. .

The author has been a professional writer since 1984 and have had many of her pieces published on online blogs. She is a Family Service Advocate for Head Start, a Behavioral Health Professional (BHP) for different agencies, and a speech-language/developmental therapist (SLPA) for a private agency. This experience has led her to interact with several mentally disabled and autistic children. This source is an informational report meant to be viewed by the special education instructor and parents who are seeking for better techniques to use when teaching nonverbal special education students.

The author’s thesis is that the help is on the way for nonverbal special education students in forms of assistive, innovative technology. The author defines a nonverbal student as an individual who lacks that ability to speak but may still have receptive language abilities, meaning they are capable of understanding spoken word. Thesis individuals most likely have this disability due to physical abnormality, birth defect, or developmental delays. In the past, the author notes. Student with these disabilities would be treated with just speech and language therapy, but now time has changed. Accord to the author, special accommodation must be made for these students. State in the Individuals with Disabilities Education Act (IDEA) and the No Child Left Behind Act (NCLB), all students have the right to accommodated free, public education.

In other words, they are eligible for free appropriate public education (FAPE). In order to secure FAPE, new assistive technology gives voices to those who cannot talk. One such example is <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">augmentative alternative <span style="border-bottom: windowtext 1pt; border-left: windowtext 1pt; border-right: windowtext 1pt; border-top: windowtext 1pt; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in;">communication (AAC) devices or systems. One type of strategy in this system is called the ** Picture Exchange Communication System (PECS). ** ** This ** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">system includes picture of objects and actions that are used to initiate and facilitate communication between nonverbal students and their instructors. ** Voice Output Communication Aids ****<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">( **** VOCAs) attaches pictures to hand held devices and once this device is pressed by the student, a pre-recorded, automated message speaks. Type-to-Talk devices **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> are for more advance nonverbal students who can use keyboards to communicate a message. The author stresses that ** Adaptive computers and keyboards – such as ones with touch screens, large print font, and pictures – can be used to assist nonverbal education. **

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt; text-indent: 0.5in;">I do believe that the information presented in this blog is logical, clear, and well-researched, It is well-researched in the context that the author of this source has experience in nonverbal special education and has used her background in this area to support her sound arguments. I do not believe that the author has a bias in this source because she is simply presenting different form of assistive technology that can be used in nonverbal education. Overall, I learned a lot for this source; I now know four different type of methods and technology used the advance education for nonverbal students. The evidence of the author’s personal experience with using these resources can provide support for my argument when I decide on the answer of my essential question. This information helped me in developing my argument for my essential question because I could now argue that inclusion is not always necessary because the advancing technology used in special education classes may be more beneficial for the students.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">Perles, Keren. "Inclusion for Special Education Students: Advantages and Benefits." //Bright Hub//. Bright Hub Inc., 14 June 2010. Web. 11 Oct. 2010. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;"><http://www.brighthub.com/education/special/articles/66128.aspx>.

<span style="background: white; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt; text-indent: 0.5in;">This source is a blog written by Keren Perles, freelance writer, editor, and former teacher. Perles is a member of National Society of Collegiate Scholars, Golden Key Honors Society, Phi Beta Kappa Society, and is an UMBC University Scholar. She has had four year of educational publishing experience at Words & Numbers Educational Publishers. Currently, Perles is a freelance writer and editor for both BrightHub and DemandStudio. Perles’ blog entry is a persuasive piece that seeks to convince her audience of the benefits of inclusion in school. With that in mind, Perles’ goal audience is composed of those individuals who wish to learn one perspective of inclusive education. The work is short and simple enough for a high school student to understand, this, meaning, the work is not completely targeted to scholars.

<span style="background: white; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt; text-indent: 0.5in;">The writer’s thesis is that although inclusion may not be suitable for all students, the teaching technique has many benefits both the disabled and able students and that these advantages must be weighed in this educational debate. To support her stance, Perles brings to light that there are social advantages to inclusion; disabled students can create life-long friendships with student they might not have known otherwise. These able students can act as role models, teaching these students social skills in an actual social environment. The author also stresses that inclusion has academic benefits. Perles writes that the strategies used by teachers in an inclusive environment will adequately meet their needs. She also stresses that if both teacher and parents have higher expectations of their disabled loved ones, then these students will thrive in an inclusive setting.

<span style="background: white; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt; text-indent: 0.5in;">Aside for this, students who are not disabled also benefit. For example, along with the friendships the form with their disabled peers, these students will learn to appreciate the diversity within people, whether it is through culture or mental and physical abilities. They will develop a series of skills – like helping others and patience – that they will successfully carry with them later through life. The author concludes her work by stating that if inclusion allows the making of a society that accepts differences and respects those of a diverse background. The author does not cite and specific facts, studies, or dates, but her arguments are coherent and logical enough that they are evidence for her thesis.

<span style="background: white; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt; text-indent: 0.5in;">I believe that the research of the work is logical, clear, and well-researched. I also believe that the topic has been adequately addressed from the perspective that argues the benefits of inclusion, however, the other perspective is not shown. This is most likely due to the fact that the blog entry is a persuasive one. Therefore, the author is obviously bias; she clearly advocates inclusive education and is trying to sway her audience in the same direction. All in all, I believe that this source has greatly helped me. For one, it directly answers my essential question. It also allows me to see the perspective of one side of the argument in inclusive education debate. Now that I have an extensive evaluation of this side, I can better develop my own answer to my essential question.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Rasmussen, Schatze. Weblog post. //Communication Books//. Suite 101, 1 Apr. 2000. Web. 14 Oct. 2010. <http://www.suite101.com/article.cfm/speech_language_disorders/37322/1>.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">This source is a blog written by Schatze Rasmussen, a speech/language therapist who has attained her bachelors and masters degree from the University of Wisconsin. This source is an informational report; its main goal is to inform its audience of the process of making communication books and the benefits they have on special needs students who are physically and mentally disabled. This source is intended to be read by those seeking a greater understanding the speech therapists’ techniques used to communicate with those who have difficulty verbalizing.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">The author’s thesis is that successful communication books are reliable and inexpensive alternatives used to offer a means of expression for those who have difficulty verbalizing. The author provides many examples to support her arguments, many coming from her own experience as a speech licensed therapist. The author states that communication books are usually customized for each individual; pictures within them can range from a hundred to three – depending on what pictures the individual has learned. Along with this, the quality of these pictures can differ; form black to white, to real photographs, to clip art. The types of pictures used greatly depend on what it is a person can comprehend. For example, photographs are much easier for younger children to understand.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Nonetheless, the basic and necessary pictures used for everyday life are paramount above all. Images conveying drinking, eating, and bathrooms are usually included near the beginning of the book. However, the author stresses, the book must be used by the patient or mentally ill student, without a therapist present. This allows the user to become more independent. Most individuals do not carry their communication books around with them for fear of society’s judgment, the author writes. However, if we are more accepting of their needs, these individuals will feel more comfortable. All of this information included in the blog is from that author’s own experience with communication books and with individuals who have cognitive disabilities. For the most part, a first account reaction to the communication books used today is more valuable and describe that successes and failures better than statistics ever can. I believe that this information if logical and clear. However, it is not as well-researched by the author because most to the information presented in the blog entry is from the author’s own experience.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">I think that the topic of communication books could have been al little more extensively researched, such as its origin and how these books are improving. These topics could probably be found in another resource. I do believe that the author has a bias and it is to support communication books and its effectiveness since she is a speech/language therapist by profession. In reflection, I learned from this source that communication books a purposely made for the individual and his or her cognitive ability. These very communication books are tools used in inclusive education to familiarize mentally and physically disabled students to their environment and surroundings. The information provided in this source provides support for my developing essential question and directly ties into my volunteering experience because I have witnessed the instructors use communication books in class. This information has also helped me develop my own arguments to my essential question in terms getting information that supports the positive effects of inclusion.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Reynolds, Tammi, BA, and Mark Dombeck, Ph.D. "Mental Retardation and Applied Behavior Analysis (ABA)." //Mental Help//. CenterSite, LLC, 24 Aug. 2006. Web. 27 Sept. 2010. <http://www.mentalhelp.net/poc/view_doc.php?type=doc&id=10366&cn=208>.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt; text-indent: 0.5in;">This source is a blog written by two individuals who have acquired substantial degrees; Tammi Reynolds has a BA degree and Mark Dombeck has a Ph. D. This source is an informational report; its main purpose is to inform its readers of the various, effective ways to educate mentally challenged students through the process of Applied Behavior Analysis, or ABA. The core philosophy behind this technique is to break down complex tasks, use simple association systems, and provide immediate reward for the learning student. This source is intended to be viewed by those seeking to learn a greater understanding of the strategies used in teaching students who suffer from cognitive disabilities, whether it be teachers, students, or parents.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt; text-indent: 0.5in;">Throughout this source, the authors are arguing the position that ABA is an effective, scientifically proven strategy used to educate mentally challenged students. This approach, the authors stress, is a culmination of fundamental learning approaches and teaching theories. As stated before, ABA breaks down tasks into smaller steps, making it easier for the student to comprehend an activity. Once this task is completed by the student, he or she is immediately presented with an award to reinforce the newly learned behavior. The authors stress that he presentation of an award at the end of a completed task is the key to ABA; it further motivates the student to learn.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Although the presentation of an award motivates a mentally challenged students, this award must be own defined as positive by each student. Essentially, this means that each student’s classification of an award may be different. When the ABA system is initially introduced to students, simple rewards like snack or activity privileges are presented. However, once that student has grown accustomed to this behavior-reward system, the system should become more complex. Next, a “token” system should be implemented; meaning a student’s are now rewarded with objects, like stickers, which when accumulated over time gives that student permission to engage in a rewarding activity.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">The authors also stress that punishment is a rare occurrence in ABA and only happens when students portray “non-negotiable” behaviors. These behaviors would be anything that puts the lives of others at risk. According to the article, these resulting punishments could range from a time out to a removal of a desired activity or object. The authors write that ABA system is a method that is based on scientific studies that can be found in behavioral psychological literature.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">The work is logical and clear. The author’s credentials add verification to their work. The scope of the author’s works appears to be well researched since they have several other blog posts that extensively review mental retardation topics. In this particular article, that authors do seem to have a slight bias; they are clearly evaluating the steps within the ABA teaching process but also stressing its effectiveness. I believe that this source is helpful to my research because it presents a technique, the ABA system, used by instructors today who teach mentally challenged students. This article offers me an understanding of one particular type of teaching and therefore addresses my developing essential question. This has helped me develop my argument because I now have a clear depiction of a type of successful teaching method used by special education instructors.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">Sharpe, Wesley, Ed. D. "Special Education Inclusion." //Education World//. Education <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">World, 27 Dec. 207. Web. 2 Oct. 2010. <http://www.educationworld.com/a_curr/curr320.shtml>.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">This source is an informational article written by an Education World ® writer named Wesley Sharpe. Sharpe has acquired a Doctor of Education degree (Ed. D), showing his legitimate status as an education writer. The language and extensive research used in this article suggests that this piece was intended for intellectually capable individuals who are concerned with the history of special education inclusion.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Throughout this informational piece, the author presents the opinions and perspectives of parents, teachers, professors, and researchers on the effectiveness of inclusion in school systems of America. Because this is an informative article, the author presents both sides and then takes his own stance at the end of the article; this stance being that full inclusion has not yet been integrated into all school systems and that therefore the judging of its effectiveness cannot be done. The author provides various sources of information the support his thesis. Sharpe first reviews that past special education and its monumental turning point with the passage of Individual with Disabilities Education Act (IDEA).

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Although this act moved special needs children into regular classrooms, teachers and parents across the nation questioned if inclusion would work. In the article, Sharpe says that John McDonnell, Ph. D reveals that research has not shown long-term benefits of inclusion on special needs students, rather improvements of regular students. McDonnell is the chairman of the Department of Special Education in the Graduate School of Education at the University of Utah. Sharpe then spoke to a parent of a special needs child who revealed that her blind, autistic daughter had benefited from the attention and social school practice. In addition, many believe that all children will learn to accept differences, develop new friendships, and to understand the curriculum more when the teacher’s instructions are broken down.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Despite this, Sharpe points out the down sides of inclusion. As he mentioned, there is still the need for more research to understand if inclusion is truly beneficial for special needs children. In addition, inclusion is more costly; the time and money put into training new teachers and aides could be deleterious to a school district’s budget - not to mention the complete reconstruction to the educational systems. Finally, Sharpe explains that true inclusion would mean that clusters of kids are distributed, instructional support is given, adaption is made, and a beneficial curriculum for all is made. If true inclusion were to happen, Sharpe essentially says, then it would be practically invisible. However, since this is not seen, inclusion has not been truly made.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">I believe that this source is logical, clear, and well researched. The author provided many avenues out outside sources, including Shapiro, a professor of special education at Kean University and McDonnell, the chairman of the Department of Special Education at a university. The topic of inclusion has been adequately addressed since all perspectives on inclusion and the history of it were presented. Because the author presents both sides clearly, I do not believe he has a bias, rather his own separate opinion. This source is helpful because it clearly addresses my essential question and provides various perspectives on the issue. This source will help me develop my argument because I now have facts, dates, and the opinions of professors and researchers to validate my stance.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">Tannery, Mtiizi, Amy Snyder, and Joyce Pickett. //Perspectives on Inclusion - from// <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">//Special Education Teachers//. //Youtube//. N.p., 23 July 2008. Web. 13 Oct. 2010. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;"><http://www.youtube.com/watch?v=OH4B4aF3KbA>.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt; text-indent: 0.5in;">Joyce Pickett has experience in a clinical day program, working with high school students with severe emotional disabilities. Mitizi Tannery has been teaching elementary students with moderate disabilities for five years. Lastly, Amy Snyder has been teaching students with special needs for thirteen years. This informational report is intended to be viewed by other special needs instructors, parents of students with special needs, and those who are generally curious about present day special needs education.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">The thesis of all of the teachers is that inclusion is a developing practice with many benefits that help mentally disabled students progress and learn better. The teachers mention that inclusion has increasing due to legislation passed in 2004 and the IDEA act that states that all students, regardless of mental ability, should have the opportunity to an education in the least restrictive environment. Therefore, inclusion should include modifications and flexibility so that all students can access education to the best of their ability. Joyce found that restrictive environments best suited some students’ needs, those with severe emotional disabilities.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt; text-indent: 0.5in;">Amy has seen that one of the main benefits of inclusion is that they have access to the curriculum of regular students. However, it is extremely hard to teach these students. But, Amy stresses, websites like TeachingLD.org continuously provides instructors with techniques to teach these students. Most of their information is backed by research and facts. Graphic organizers, reading comprehension instruction, collaboration, and direct instruction should be used in effective special education. Mitizi mentions that students benefit from being with their non-disabled peers because they learn to model their behavior from them. The mere inclusion of all students at lunch, recess, gym, or art can benefit all students. Joyce mentions that peer-tutoring and small teacher to student ratios are useful techniques in special education. All contributors use their own experience from teaching special needs students as background and evidence of their claims.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt; text-indent: 0.5in;">I believe that this information is logical, clear, and well-researched in terms of each contributor’s background in teaching mentally disabled students. The topic is adequately addressed because three instructors teach students with different degrees of mental disabilities for varying amounts of years. This allows me to gather different perspectives on the seam topic. I presume that the fact that all of these contributors were people who made their living off of teaching special needs student in an inclusive education, that they were are bias and wanted to paint inclusion in a positive light. This was seen the most when the instructors only mentioned that benefits of special education.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt; text-indent: 0.5in;">Overall, I learned a lot from my source, such as that implementation of peer-tutoring and the fact that recesses and lunches can be places of inclusion that benefit special needs students, The source’s evidence mainly came from each instructors’ personal successes of inclusive education over the many years they have been teaching. This information has also helped me develop my own arguments to my essential question in terms getting information that supports the positive effects of inclusion.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">Thomas, Gary, and Andrew Loxley. //Deconstructing Special Education and Constructing Inclusion//. 2nd ed. New York: Open UP, 2007. Print. Inclusive Education.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt; text-indent: 0.5in;">Gary Thomas is a Professor of Inclusion and Diversity at the School of Education at the University of Birmingham in the United Kingdom. Andrew Loxley is the Director f Research in the School of Education at Trinity College in Dublin, Ireland. This is an informational report concerning and critiquing the intellectual foundations of special education and the implementation of inclusive education in twenty-first century. The intended audience of this source is composed of teachers, educational psychologist, and policy makers.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt; text-indent: 0.5in;">The thesis of these authors is that due to recent research and ideas, inclusion has a very compelling case and is overall beneficial of students who are mentally and physically challenged. The author mainly focus on the morality of inclusion and how this type of education is ideological. They uses many outside sources and block quotes to support their statements. For example, Marquand and Plant were quoted saying inclusion, “surely helps to create the morally active and politically aware populace” (Loxley 122). The author also stress that inclusion is more than helping “special needs” students, it is about comprehensive education, equality and collective learning for all students. Therefore inclusion is more about their individual rights.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt; text-indent: 0.5in;">The author stress that although opponents believe that inclusion is utopic and only that, its validity is defended here. Education, they stress, should be about tolerance, pluralism, and equality. With all this in mind, inclusive education must drastically progress in the twenty-first century. Both authors stress that inclusion has not yet reached its peak and must continue in develop to ensure true implementation. Despite this, inclusion has benefited many students so far. Students gain from learning amongst their peers because access to a better education for special needs students greatly impacts and helps their learning ability. They are also taught tolerance and how to respect one another regardless of mental or physical abilities. As mentioned before, this is a scholarly source and the author site their references at the end of each chapter and at the end of the book. So, they have gathered several forms of outside information to support their claims and offer perspectives on this heated topic.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt; text-indent: 0.5in;">I believe that this source is logical, clear, and well-researched. All of the authors’ claims seem legitimate not only because of their background in special education and inclusion, but also because of the various sources they use in their book. Viewing the extensively researched and written chapters, I believe that both the authors has adequately addressed the topic at hand. I do not, however, believe the authors are bias because they use various sources within their book that highlights different perspectives on inclusion. I learned a lot from this source; I now see that the morality of inclusive education is more of a driving force behind this program than I thought it was. The evidence provided through the outside sources and the authors’ claims all help me in answering my essential question. I know am provided with the information needed to properly address both the opponents and proponents of inclusion thanks to this source.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">Thompkins, Richard, and Pat Deloney. "Concerns about and Arguments against <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">Inclusion And/Or Full Inclusion." //Inclusion: The Pros and Cons Issues...// <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">//about Change// 4.3: n. pag. Web. 27 Oct. 2010. <http://www.sedl.org/change/ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">issues/issues43/concerns.html>.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt; text-indent: 0.5in;">The source form which this article was taken, the SEDL, is a private, nonprofit education research, and development corporation located in the United States. The corporation’s main goals are the improve education by providing resources for students, parents, and educators. As part of SEDL’s mission, the corporation proved a library of free resource online that they have thoroughly reviewed, developed, and field-tested with its partner schools and organization. This article for and academic journal written by Thompkins and Deloney is a example of one such resource. Both authors are of credible standards because of their implementations of various references through their article. This source is an informational report meant to be viewed by those individual who are concerned about the negative effects inclusion has such as educators, peers, and parents.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt; text-indent: 0.5in;">The authors’ thesis is that not all individuals are ecstatic about the implementation of inclusion into the education system. The authors stress that many believe inclusion leaves educators with few resources, training, and other support needed to properly teach special education students. Also, some disabled children may not be getting the attention they need and that regular education is disrupted constantly. Torinillo, the president of Florida Education Association United, believes that inclusion will disrupt the years of traditional curricula and dramatically alter all school systems. Teacher will be forced to give their attention of few and the regular student’s education is hindered if attention is taken away from them. The authors cite a poll form the American Federation of Teacher (AFT) in their article which reveals the 78% of respondents though disabled student won’t benefit form inclusion while 87% thought regular students won’t gain form it either.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt; text-indent: 0.5in;">Additionally, the lacking funding and teacher training makes full and proper inclusion an arduous task. The AFT is also concerned that the push towards full inclusion may be because of its fiscal advantages and not because of the wellbeing of the students. This is due to the fact the additional cost of rooms and equipment for specifically special needs students will be greatly reduced. Many parents believe that the education would be diluted, or “watered down” because of the needs of special students – because of this, regular students’ education becomes less rigorous. They fear that they needs of both types of students won’t be adequately met. The authors high light that full inclusion cannot possibly work with everyone. For example, for children who are deaf, learning in a regular classroom is nearly impossible if their peers and instructors are not specifically trained to communicate with them. So, the social, emotional, and academic development of the deaf students are impaired by the lack of training given to teachers. Throughout this source, the authors take an objective stance and states for their audience the various groups and people who have concerns for special education. The authors never state whether they do or do not advocate for inclusion in their article.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt; text-indent: 0.5in;">I learned a lot of reasons why certain groups and people dislike inclusion and the evidence used to support their arguments. Within this source, the authors cite quotes and statistics from the AFT, the president of Florida Education Association United, and other organizations within their article. This information helps me in developing my argument because I now have an extensive list arguing why inclusions harmful to students of all sides.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">Winzer, Margret A. //From Integration to Inclusion//. Washington, DC: Gallaudet UP, 2009. Print.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt; text-indent: 0.5in;">Margret A. Winzer is a Professor of the Faculty of Education at eh University of Lethbridge in Alberta, Canada. She has previously written a book called //The History of Special Education//, and she is intellectually qualified to cover and explain this topic. This informational report’s intended audience is composed of professors, special education instructors, school psychologists, and those concerned about the present implementation of inclusive education in the United States and Canada.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt; text-indent: 0.5in;">Since this is an informational source that chronologically portrays the progression of inclusion in the education system, the author does not have a thesis; she is simply writing what has occurred in the history of inclusion. She writes the true reform movement in special education emerged in the US and Western nation in the 1980s. Many opponents of inclusion viewed it as equal to a dramatic r construction of school curriculum, arguing that the time and money spent on it would not validate its existence. Other viewed it as unorthodox, unpredictable, and radical. Despite this, the proponents of special education stressed the program’s benefits and validity through it conceptions of social justice, ethics, and civil and individual rights. They also viewed separate classes and unequal and discriminatory, arguing the inclusion would be the best education for all.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt; text-indent: 0.5in;">As Winzer delves deeper into the subject of special education, she integrates quotes like this one by Reynolds, Wang, & Walberg: “Unless major structural changes are made the field of special education will become more a problem, and less of solution to providing education for children who have special needs” (Winzer 203). In an attempt to reform education, legislation such as the No Child Left Behind Act (NCLB) and the Individuals with disabilities Education Act (IDEA), more steps have been made to ensure that all students, regardless of mental or physical abilities, are equally taught to the best of their abilities. As mentioned above, Winzer integrates many outside sources into her chapters and uses the actual languages used in these important special education acts as evidence to support her arguments.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt; text-indent: 0.5in;">I believe that this is source logical, clear, and very well researched. The author has demonstrated her advanced knowledge of this topic through her thorough analysis of inclusion and its gradual progression into public schools across the nation. From viewing the scope of her research, I believe that the topic of inclusion was adequately addressed. The author does not have a bias; she initially states in the introduction of the book that this source is a critical, objective look at the history, progression, and reform of inclusive education.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt; text-indent: 0.5in;">I learned a lot of vital information from this source that I can use in my senior seminar project. As mentioned before, since this is a scholarly source it provided various other scholarly sources in support of its own information. The information has incredibly helped me in understanding this controversial topic because in the back of the book, there are timeline the chronological lays out the progression of special education from integration to inclusion. I fell that being able to look at this timeline is very helpful because it clearly shows in what areas inclusion has developed and in what areas it lacked improvement. I believe that this vital information will help me in answering my essential question.