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Papers On Special Populations & Conditions
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Special Education / Inclusion vs. Full Inclusion Programming
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Over the last two decades, debates have been waged regarding the premises of inclusion and full-inclusion programming for children with mild to severe disabilities. Inclusion programs in general have become a popular focus in Special Education programming beginning in the 1980s, when de-institutionalization placed many handicapped students into mainstream education and a focus on meeting the needs of a variety of Special Education students became a prevalent issue. This 5 page paper provides a brief overview of the debate and considers a possible study to prove the benefits of partial inclusion programming. Bibliography lists 4 sources.
Filename: Specedu.wps

Homeless Children & Health:
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A 5 page paper examining the epidemic projections of the homelesss and their children in the area of health care. Cost per delivery of service ratio is discussed. Bibliography lists 5 sources.
Filename: BBhmlsch.rtf

Theoretical Approaches to Second Language Acquisition
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This 10 page paper relates the issue of second language acquisition and the application of specific theories to the development of programming for adult ESL learners. This paper relates the ESL elements to LI and L2 adult literacy in this area. Bibliography lists 10 sources.
Filename: MHESLth_.wps

Equality In Education / Physical Disabilities
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A 15 page research paper that explores several aspects of the physically disabled child. Topics include an overview, stereotypes of the physically disabled, legal mandates, attitudes of peers, parents and parents of children without disabilities, what inclusion means, inclusion programs and strategies that work. Bibliography lists 14 sources.
Filename: Physdisa.wps

Issues of Inclusion
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The Education of the Handicapped Act enacted in 1975 initiated a change in the educational system of the United States. Full inclusion began to take hold in the 1980's. Full inclusion is a term used to describe the placement of children with disabilities in a regular education classroom with children who do not have disabilities. While the normalization of children's lives through their education placement is important, students' education needs should take priority over the philosophical aspects of placement. Many would say that a policy of segregation would be in violation of the Americans with Disabilities Act (ADA) of 1990 and against the principle of least restrictive environment. Placing all children with disabilities in general classroom settings, without regard to individual needs, because it reflects current ideas about best practice, does not support the least restrictive environment concept nor the goal of providing appropriate educational programs for all children. This 5 page paper explores the issue of inclusion on disabled and non-disabled students. Bibliography lists 8 sources.
Filename: KTinclus.wps


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