Gandhi
Peetsma, T., Vergeer, M., Roeleveld, J., & Karsten, S. (2001). Inclusion in Education: comparing pupils' development in special and regular education. Educational Review, 53, 125-135. March 14, 2007
Longitudinal data on the differences of children’s cognitive and psychosocial development in a variety of special and mainstream schools are reported in this article. The study focuses on comparing the development of children in mainstream and special education classrooms. Originally segregation of children with special needs was stemmed from the ideas that the children’s cognitive needs would be better met in small classrooms with teachers specially trained. It was believed special education classes would help a child’s psychosocial development and increase their self- confidence. As the number of students in special education began to increase the idea of segregation became a concern. The argument was that children with relatively minor educational problems should be taught in......
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