Existing research on inclusive education deals primarily with the effectiveness of inclusion programs and the theoretical frameworks behind their limitation. However, no extensive research has been conducted that explores the role of the socio-cultural context and the development level in determining the best way in which the educational needs of children with special needs can be met. Recognizing that the effectiveness of different special education services may depend on the socio-cultural context as well as the development level, this literature review seeks to identify the ideal method of treating children with disabilities in developed and developing countries. By assessing the global theoretical approaches behind special education, the tenets of inclusive education, the role of the socio-cultural context and the significance of development on the success of inclusive education, this paper concludes that the needs of special education children in developing countries are best met through positive community attitudes and the development of vocational skills. In comparison, children with disabilities in the United States are served most effectively through positive community attitudes and inclusive school cultures.
| Identifer | oai:union.ndltd.org:CLAREMONT/oai:scholarship.claremont.edu:cmc_theses-1078 |
| Date | 01 January 2010 |
| Creators | Lam, Amanda |
| Publisher | Scholarship @ Claremont |
| Source Sets | Claremont Colleges |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | CMC Senior Theses |
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