Inclusion and Collaborative Teaching
Persons with disabilities are not exceptions to the Free Appropriate Public Education (FAPE) law. There has been, however, much debate on what “appropriate” really means when it comes to the education offered to students with disabilities. Over the years, special education has continually changed to define what is appropriate for those students and how to make sure they are receiving the education they deserve. Mainstreaming and now inclusion have proved to be effective teaching strategies if done correctly.
Defining Inclusion
Inclusion, in regard to education, can be defined as allowing students with all types of disabilities to receive 100% of their schooling in the general education classroom (Gartner & Lipsky, 2002). Mainstreaming, on the other hand, is placing the disabled student in a self-contained special education classroom for part of the day and the rest of the day in a traditional classroom setting (Idol, 2006). It is a different option for students with disabilities and should not be confused with inclusion.....(paper continues)
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American History X and Differential Association Theory
“He was a student of mine. Honors English. He was a great student...like you...but he hung out with scumbags. Also like you. That's why he ended up in the pen, hunh?” (McKenna, 1997) These powerful words create a social commentary that runs throughout the movie American History X. Controversial and yet stunningly accurate, this motion picture served as a glaringly obvious reminder that criminal behavior in adolescents can be reduced significantly if a variety of intervention programs are available to them. Analysis of positive mentoring programs, such as Big Brothers Big Sisters, in relation to the Differential Association Theory can provide insight into how to quell deviant behavior as explored in the movie American History X.
Differential Association Theory
Criminologist Edwin Sutherland proposed a revised radical theory in 1947 about the origin of criminal behavior for an individual. His Differential Association Theory asserted that criminal behavior was learned by an individual being exposed to the illegal actions of others and was independent on race or economic status (Hoffmann, 2003). Understanding the reasoning behind a subject’s undesirable acts may be as simple examining the deviant behavior of an adolescent’s peers (Costello & Vowell, 1999).............(paper continues)
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