Teachers' Views of The Impact of Instruction in the Inclusion Model Dissertation - 1

Teachers' Views of The Impact of Instruction in the Inclusion Model for students with Learning Disabilities - Dissertation Example It was only in the 1960s that a group of researchers conducted various, extensive studies into the subject of LDs and brought the view that children with LDs could not be termed as handicapped (mentally or physically); but they merely formed a deviation in the learning processes of an individual. With this concept came the theory of inclusive studies, where the children with LDs were put into general classrooms, albeit with some restrictions. Now in the twenty-first century, various experts have come forward with the view of total inclusion, where there would exist no differences between the students (with or without LDs). However, many educators have expressed serious reservations about this process of full inclusion, and they feel that special needs children should be segregated and taught only under the supervision of a special educator. My article will take an in-depth look at the term learning disabilities, while exploring the various perspectives as noticed within the general e ducators, in regards to students with LDs and the full-inclusive educational process. The research has been conducted with the express aim of developing a better understanding of the general educators' perception of children with LD in an inclusive environment, their perception of efficacy in relation to their training, and their perception of the support that they receive in educating these students. Teachers’ Views on The Impact of Instruction within  The Inclusion Model for Students with Learning Disabilities by PhilipThompson Ed.D,Walden University, 2011 Proposal Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Philip Thompson Walden University August 2011 Acknowledgments This is an optional page for acknowledgments. It is a nice place to thank the faculty, family members, and friends who have helped you reach this point in your academic career. No page number appears on any of the pages up to this point. If you do not wish to i nclude this page, delete the heading and the body text; if a blank page remains, delete the page break above but leave the section break that you see below this text. Table of Contents List of Tables ii List of Figures iii Section 1: Introduction to the Study 4 Introduction 4 Backgroun 5 17 Use this table of contents (TOC) as an example of what one looks like. When it comes time for creating your own TOC, RIGHT CLICK anywhere in the Table of Contents, select UPDATE FIELD, then select UPDATE ENTIRE TABLE or UPDATE PAGE NUMBERS ONLY, and click OK. The table of contents will be generated using the style tags from the template; you will also be able to automatically update the TOC, both added headings and page numbers. List of Tables When you update the list of tables, the table number and title will come in without a period between them; you will need to manually add that period after all table numbers, as shown for Table 1. In addition, the title will retain the italics from the narra tive when the List of Tables is updated. Once your list is finalized, select the entire list and change it all plain type. List of Figures Figure 1. Figure caption goes here xx The List of Figures is not set up to automatically update. If you have figures in your document, type them in manually here, following the example above. Section 1: Introduction to the Study Introduction The concept of inclusive teaching practices for students with learning disabilities (LDs) is relatively new in the education,