User:Eheri1/sandbox

The Contact Zone There are lengthy quotes within the article that could potentially be shortened. The article is all related to the topic and subheadings are used for good organization. The page was last edited at the beginning of the month but the information in the article could be updated if there are more recent sources that cover the same topic. The tone of the article is neutral and doesn't show bias. It pulls mainly from Pratt's "Arts of the Contact Zone". The links within the text work, the link for "Arts of the Contact Zone" by Pratt directs readers to buy the book. The linked sources are not biased. There is no talk page going on with this article ~

Articles to Edit:
Inclusion (education) : add to the "Positive Effects in Regular Classrooms" section from the research from my paper, including academic, social, and emotional improvements experienced by the students with special needs and the social and emotional improvements experienced by the general-education students. I think this particular page might be easier to edit since it does not have as much information as other sources I have looked at.

Special Education in the United States : this is a more general page with a lot of information covering a broad topic, but it focuses on the US. For this page, I can make additions to the sections "Least Restrictive Environment" and "History of Special Education in the United States". Although my research did not focus on one country or region in particular, I did find information about certain regulations and laws created for special needs students that can be included in this section.

Special Needs : When I looked at this article, it had an orange exclamation mark at the top of the page stating, "This article has multiple issues". The article is extremely short and does not have a lot of information at all, which could be beneficial on my part, but it's focus is on special needs, not education. With this in mind, I could add a section regarding the education of special needs individuals. ~

Article Edits:
Copied from Inclusion (education):

There are many positive effects of inclusions where both the students with special needs along with the other students in the classroom both benefit. Research has shown positive effects for children with disabilities in areas such as reaching individualized education program (IEP) goal, improving communication and social skills, increasing positive peer interactions, many educational outcomes, and post school adjustments. Positive effects on children without disabilities include the development of positive attitudes and perceptions of persons with disabilities and the enhancement of social status with non-disabled peers. While becoming less discriminatory, children without disabilities that learn in inclusive classrooms also develop communication and leadership skills more rapidly.

Several studies have been done on the effects of inclusion of children with disabilities in general education classrooms. A study on inclusion compared integrated and segregated (special education only) preschool students. The study determined that children in the integrated sites progressed in social skills development while the segregated children actually regressed.

Another study shows the effect on inclusion in grades 2 to 5. The study determined that students with specific learning disabilities made some academic and affective gains at a pace comparable to that of normal achieving students. Specific learning disabilities students also showed an improvement in self-esteem and in some cases improved motivation.

A third study shows how the support of peers in an inclusive classroom can lead to positive effects for children with autism. The study observed typical inclusion classrooms, ages ranging from 7 years old to 11 years old. The peers were trained on an intervention technique to help their fellow autistic classmates stay on task and focused. The study showed that using peers to intervene instead of classroom teachers helped students with autism reduce off-task behaviors significantly. It also showed that the typical students accepted the student with autism both before and after the intervention techniques were introduced.

'''An additional study, conducted by Douglas Marston, demonstrates the academic improvements inclusion has on children with disabilities. The study tested the reading skills of special needs students taught in environments that were completely integrated, completely segregated, and a combination of both segregated and integrated. The average number of words read correctly was calculated for each group. Although each group improved the average number of words read correctly from the fall to the spring, the findings showed that the groups that included integrated learning environments for students with disabilities had higher reading scores than the strictly segregated group.'''

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