Research Paper on:
Texas Schools Practicing Full Inclusion of Disabled Children

Unformatted Sample Text from the Research Paper:
the mainstream classrooms. Studies have proven that these disabled children are able to raise their testing scores when they are included with the other children in full inclusion programs.  The State of Texas is working towards improving their goals each year. METHODOLOGY In considering the number of schools in Texas that practice full inclusion with disabled children,  the methodology employed was that of action research. It records the development of reflective skills within the context of the education of disabled students during the teaching semester.  There was established at the beginning a starting level which was considered the beginning entry into the critical thinking and analysis process that is needed when considering issues for inclusion  of the disabled. There were then goals set which were considered a good regimen for the entire sixteen week semester. There were also two four-hour workshops designed to  focus on the interaction and dialogue which teachers could use in order to share their experiences in working with the disabled children. During the course of the semester, each student  was asked to make a journal that would record incidents happening within the classroom environment. This subsequent article served to replicate the qualitative data documented through critical incident log  entries. RESULTS OF FINDINGS The testing gains for each of the 111 schools that were studied and are practicing full inclusion of the disabled were found to be greater  than gains for the state of Texas during the same time period, with both the raw amount of gain and the relative advantage for all-inclusion schools generally increasing with each  additional year of implementation. This difference was from an average of 4.6 percentage points for one-year schools to a difference of 7.7 points for four-year schools. Scores were