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Special Education

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"least restrictive environment" for the education of children with disabilities is weathering a wave of reinterpretations including mainstreaming, the regular education initiative. Although each interpretation has its proponents and critics, limited theory and few data are available to guide these important policy decisions. Yet, these decisions will have long-lasting impact on children with learning disabilities, and it is from this perspective that we seek better understanding of the contexts in which children receive their formal education.Studying in a normal classroom learning environment may be psychologically disadvantageous to the children with special learning disabilities. Some of the students with normal learning abilities may criticize or discriminate the classmates with special learning needs. There is a possibility that the intelligent classmates may even complain that the teacher is too slow in teaching the day’s lessons for the sake of the classmates with special learning needs. There is a slight probability that the students with normal learning ability may even ridicule the students with special learning needs.Pijl and Pijl (5) emphasized the analysis of 31 related researches conducted using the meta –analysis technique showed that there are vivid differences in the learning ability of students with normal learning abilities and students with special learning abilities. The test focused on general intelligence and neuropsychological tests. This means that the students with special learning needs generated lower general intelligence scores compared to students with normal learning capacities. In the same manner, the students with special learning needs generated lower general neuropsychological test scores compared to students with normal learning capacities. The findings indicate that students in regular education classrooms show clear variance when compared to students with learning disabilities in terms of achievement and general intelligence. For example, students classified as mentally retarded perform lower than students with normal classroom learning abilities.In addition, Marco Hessels (182) stated that research had been conducted on a special education class for students with ages 12 years old and 13 years old. The research focused on regular school activities that had been enriched with metacognitive intervention with unrelated curriculum –based classroom activities during the morning class schedule and the
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