No child left behind act

Since the leave no child behind act more school districts are beginning to provide programs for their students who have superfluous needs. This case study is about children who are mentally slow down being included in regular crystalizees in game school. This research was taken with the financial help of the Centre de re`adaptation Lisette-Dupras, the Education Department at University` du Que`bec a` Montreal, the founding quefecoise de las deficuence.

There are three questions needed to address. First question: Do adolescents with mental mental retardation receive any benefits academically? flake question: What about social integration with regular class peers? Third question: Is highschool school inclusion executable from the standpoint of pedagogical organization?

According to the study children with mental retardation learn more in a regular principal(a) class than in self contained classrooms. Once they reach high school it was hard to compare due to the contents taught in these two types of classrooms.

Is it possible for adolescents with mental retardation to integrate socially with their regular-class peers? Teaching regular students to be more open object welcomed the students with MR so they will be more comfortable in the school. After the students were interviewed it was noted that regular class students [were] hesitant to partner in public with a group that is seen as marginal, notably with students in self contained classes.



During informal settings such as the cafeteria at lunch time regular Ed students did not socialise with the students who are MR.

Lastly the study showed that due to strict schedules, and state regulations do it difficult for high school teachers to make modifications to their class twist following inclusion. A comparison of adolescents with MR placed by school staff in self contained versus regular classes is dark because they usually transfer only the higher functioning students with MR...

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