For the past four decades the world of special
education has changed dramatically. Special education
students are now educated in the least restrictive environment which many times means they are mainstreamed into
regular education classrooms. The
paper shows that ADHD students, learning
disabled students and physically disabled students are all entitled to inclusion settings for their education but their individual
needs vary greatly. In addition, the teachers have to be able to not only meet the needs of each individual special education student, but do so while not having a negative impact on the educational process of their regular education students. The paper shows that, nationwide there have been complaints by regular education teachers that they are mandated by law to provide inclusion education but they are not being provided
resources to help them complete their duties. This research study was designed to determine if there is in fact a lack of resources for regular education teachers and, if so, where they are needed. The paper includes charts. Table of Contents: Introduction Literature Review Methodology Participants Instrument Data Collection Methods Possible Limitations of Study Future Use of Study Results Example of Survey Questionnaire Conclusion
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