How+special+education+students+are+treated+by+regular+education+students

Pijl, Sip Jan1 //S.J.Pijl@rug.nl// European Journal of Special Needs Education; Feb2007, Vol. 22 Issue 1, p1-5, 5p. Retrived November 14, 2011 [|http://web.ebscohost.com/ehost/detail?sid=8a42e9e7-0a44-431b-b288-ac53817506d4%40sessionmgr113&vid=1&hid=127&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=24904076]


 * The article discusses various reports published addressing the social position of pupils with behavior problems.
 * This article tells us that the term ‘inclusive education’ is the process that maximizes the interaction between disabled and non-disabled pupils, showing that much value is placed on implementing conditions that foster good relations between students. It also tells us that relationships among students is a key issue in inclusive education. Generally, children form friendships with other children in close proximity to themselves. Attending a special school is clearly a serious hindrance in developing friendships with peers without special needs and makes it more difficult to participate in the local community. It seems obvious that inclusive education brings more chances for interaction and is a promising arena for practicing social skills.
 * I strongly support this article because it says that pupils with special needs should have contacts, relationships and friendships in school just like other pupils.

Pijl, Sip Jan1,2 //s.j.pijl@rug.nl// Frostad, Per1 European Journal of Special Needs Education; Feb2010, Vol. 25 Issue 1, p93-105, 13p, 4 Charts. Retrieved November 14, 2011 from [|http://web.ebscohost.com/ehost/detail?sid=b7c796d6-fa0d-4692-b397-8a9fb0f6b2fb%40sessionmgr110&vid=1&hid=127&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=49141110]


 * This study addresses the relationship between the acceptance of students with disabilities by their peers and their self-concept. Research shows that level of acceptance and self-concept are moderately related. Students with disabilities not accepted by their peers in regular classrooms thus run the risk of developing low self-concept
 * I agree with this study because everyone wants to be accepted. When one is not accepted, it makes them feel uncomfortable with themselves. This also causes children to feel alone and sad.

Naraian, Srikala Future Reflections, Jun2010, Vol. 29 Issue 2, p2-5, 4p Retrieved November 14, 2011 from [|https://mail.google.com/mail/u/0/?shva=1#inbox/13405b2daf32dd7d]


 * The article presents the author's insights on inclusive education in students with disabilities. The author mentions that participation of students with significant disabilities is dependent on the moral attitude of administrators and teachers.
 * I agree with this article. Students look up to and learn from their elders. Most students look to their teachers as role models. If the teachers do not treat the special education students with respect, neither will the students.

JOSHUA K. HARROWER, GLEN DUNLAP Including Children With Autism in General Education Classrooms, A Review of Effective Strategies. Retrieved November 14, 2011 from []


 * This article tells us that there has been an increasing trend to include students with autism and other disabilities in general education classrooms along with their regular developing peers. It also tells us that the purpose of this article is to provide a review of data-based strategies for facilitating the educational inclusion of students with disabilities including priming, prompting, peer tutoring, utilizing peer supports, and cooperative learning.
 * I liked this article but found their methods to be a bit confusing. I felt best method was peer tutoring. Peer tutoring Peer tutoring consists of pairing two students is when together to work on any instructional strategy. I feel that this is a good system because it teaches the regular education students how to work the special education students

Kids Together, Inc. Copyright © 1995-2009 Kids Together, Inc. Retrieved November 14, 2011 []
 * The Goals of Kids Together, Inc. include a desire to remove barriers that exclude people with disabilities. We support the belief that children with disabilities, like all children, have the need to be welcomed, cherished and embraced in our communities.
 * I greatly respect this organization. This website informs people about the organization gives an outline of etiquette for communicating with people with disabilities.


 * 1) When talking with a person with a disability, speak directly to that person rather than through a companion or sign language interpreter.
 * 2) When introduced to a person with a disability, it is appropriate to offer to shake hands. People with limited hand use or who wear an artificial limb can usually shake hands. (Shaking hands with the left hand is an acceptable greeting.)
 * 3) When meeting a person who is visually impaired, always identify yourself and others who may be with you. When conversing in a group, remember to identify the person to whom you are speaking.
 * 4) If you offer assistance, wait until the offer is accepted. Then listen to or ask for instructions.
 * 5) Treat adults as adults. Address people who have disabilities by their first names only when extending the same familiarity to all others. (Never patronize people who use wheelchairs by patting them on the head or shoulder.)
 * 6) Leaning on or hanging on to a person's wheelchair is similar to leaning on hanging on to a person and is generally considered annoying. The chair is part of the personal body space of the person who uses it.
 * 7) Listen attentively when you're talking with a person who has difficulty speaking. Be patient and wait for the person to finish, rather than correcting or speaking for the person. If necessary, ask short questions that require short answers, a nod or shake of the head. Never pretend to understand if you are having difficulty doing so. Instead, repeat what you have understood and allow the person to respond. The response will clue you in and guide your understanding.
 * 8) When speaking with a person who uses a wheelchair or a person who uses crutches, place yourself at eye level in front of the person to facilitate the conversation.
 * 9) To get the attention of a person who is deaf, tap the person on the shoulder or wave your hand. Look directly at the person and speak clearly, slowly, and expressively to determine if the person can read your lips. Not all people who are deaf can read lips. For those who do lip read, be sensitive to their needs by placing yourself so that you face the light source and keep hands, cigarettes and food away from your mouth when speaking.
 * 10) Relax. Don't be embarrassed if you happen to use accepted, common expressions such as "See you later," or "Did you hear about that?" that seems to relate to a person's disability. Don't be afraid to ask questions when you're unsure of what to do.