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Section 504: Help Or Hindrance?
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10 pages in length. The long-standing struggle to integrate special needs students with their non-disabled counterparts has been fought in courtrooms and classrooms alike; that the learning disabled are viewed as needing extraordinary measures for appropriate learning leads many to argue that the attempts to mainstream them with regular students creates three problems: 1) Unreasonable expectations for the disabled student to stay abreast of all goings-on in the classroom; 2) Unreasonable expectations for the other students to be held back in their lessons when disabled students require extra attention from the instructor; and 3) Unreasonable expectations from an instructor whose training has not likely incorporated any special skills for teaching the disabled and whose workload immediately expands to accommodate the special needs students. Because of these overwhelming implications, one must wonder if when the disabled child leaves the educational system, has the mandate of Section 504 really helped them to learn despite their difficulties, or has it simply enabled and passed them through using such accommodations? Bibliography lists 20 sources.
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Pages:
10
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Filename:LM1_TLC_504.rtf |
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Paper Title:
Section 504: Help Or Hindrance?
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