The Attitudes and Successful Inclusion of Children With Disabilities Table of Contents example

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The Attitudes and Successful Inclusion of Children With Disabilities Table of Contents

Attitudes as Inclusion Factors 2

Bibliography 9

Attitudes as Inclusion Factors
Children with disabilities had long been excluded from the mainstream education across the world, due to the state policies and the inability of average educational institutions to adapt to the needs of individuals with
disabilities. However, with the global movement toward inclusive education, children with disabilities acquired an opportunity to be educated with students without disabilities. Consequently, children with disabilities appear in the mainstream social environment where the success of their inclusion depends not only on their efforts and available abilities, but also on the attitudes of their peers towards a shared educational environment.

As a matter of fact, Reina and Alvaro-Ruiz (2016) indicate that among the variety of barriers that affect the successful inclusion are also attitudes of the social environment towards the presence of individuals with disabilities in mainstream education and their success opportunities to reach educational goals. The authors also insist that the success of inclusion substantially depends on the holistic collaboration of various social agents, who participate in the life of individuals with disabilities, including, family, teachers, service workers, school
administration, and peers. These social agents are responsible for the creation of a favorable social environment, in which one of the key factors is a positive attitude. In their research, Reina and Alvaro-Ruiz found out that peers played a role of important personal facilitators for engagement of individuals with disabilities in educational and related activities. At the same time, the authors argue that the absence of supportive attitudes
from peers was a substantial environmental barrier for individuals with disabilities to succeed in their educational goals because of lack of motivation and lack of introduction of alternative solutions in various social and educational situations.

The important point is that in the study conducted by Reina and …

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