Special education, the history, law and inclusion in the art room

Barbara Sue Antebi, University of Texas at El Paso

Abstract

Presently, as the role of public education moves further away from “public education” and training minds to compete with the ever changing world, the role of teachers in the United States is blurred and often challenged. As the shortage of qualified teachers grows and the evidence mounts that that gifted students did much better in advanced classes than they did in mixed group classes (Kulik, 1995) educators and law makers need to stop and reevaluate the basic foundations of our educational system. ^ Students who are gifted need to be challenged and faced with competition geared to match their pace of learning. Although critics frequently claim that ability grouping might have damaging effects on self esteem of slower learners, this is apparently not the case. In 1985, Chen Lin Kulik, educational researcher found that slow learners actually had a higher self esteem in classes designed for them to work at their own pace. ^ It is evident that the plight of special populations had greatly improved over the years but in doing so the effect has bogged down our schools and teachers. (Abstract shortened by UMI.) ^

Subject Area

Education, Art|Education, History of|Education, Special

Recommended Citation

Antebi, Barbara Sue, "Special education, the history, law and inclusion in the art room" (2005). ETD Collection for University of Texas, El Paso. AAI1427690.
http://digitalcommons.utep.edu/dissertations/AAI1427690

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