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Introduction:
Students with intellectual disabilities face unique challenges in educational settings, particularly in inclusive classrooms where they are expected to learn alongside their peers without disabilities. While the goal of inclusive education is to provide all students with equal opportunities for learning and development, there is a need for more research on how to effectively support students with intellectual disabilities in these settings. This thesis aims to address this gap by examining the needs of students with intellectual disabilities in inclusive settings and exploring strategies for meeting those needs.
Chapter 1: Introduction
1.1 Introduction
1.2 Background of study
1.3 Problem Statement
1.4 Objective of study
1.5 Limitation of study
1.6 Scope of study
1.7 Significance of study
1.8 Structure of the Thesis
1.9 Definition of terms
Chapter 2: Literature Review
2.1 Definition and characteristics of intellectual disabilities
2.2 The history of inclusive education
2.3 Benefits and challenges of inclusive education for students with intellectual disabilities
2.4 Effective teaching strategies for students with intellectual disabilities in inclusive settings
2.5 The role of teachers and support staff in supporting students with intellectual disabilities
2.6 Parent and family involvement in inclusive education
2.7 Legal and policy considerations related to inclusive education
2.8 Assistive technology for students with intellectual disabilities
2.9 Transition planning for students with intellectual disabilities
2.10 Current research and gaps in the literature
Chapter 3: Research Methodology
3.1 Research design
3.2 Participants
3.3 Data collection methods
3.4 Data analysis procedures
3.5 Ethical considerations
3.6 Limitations of the study
3.7 Validity and reliability
3.8 Researcher reflexivity
Chapter 4: Discussion of Findings
4.1 Overview of findings
4.2 Supporting students with intellectual disabilities in inclusive settings
4.3 Effective strategies for meeting the needs of students with intellectual disabilities
4.4 Recommendations for practice
4.5 Implications for policy and future research
Chapter 5: Conclusion and Summary
In this final chapter, the main findings of the study will be summarized and conclusions drawn regarding the needs of students with intellectual disabilities in inclusive settings. Recommendations for practice, policy, and future research will also be discussed.
Thesis Overview on Addressing the Needs of Students with Intellectual Disabilities in Inclusive Settings:
Title: Addressing the Needs of Students with Intellectual Disabilities in Inclusive Settings
Introduction:
Students with intellectual disabilities face unique challenges in inclusive educational settings, where they are expected to learn alongside their peers without disabilities. This thesis aims to address the needs of students with intellectual disabilities in these settings and explore strategies for meeting those needs.
Chapter 1: Introduction
This chapter provides an overview of the background, problem statement, objectives, limitations, scope, significance, structure, and definition of terms for the study.
Chapter 2: Literature Review
This chapter reviews the literature on intellectual disabilities, inclusive education, teaching strategies, support staff roles, parent involvement, legal considerations, assistive technology, transition planning, and gaps in current research.
Chapter 3: Research Methodology
This chapter outlines the research design, participants, data collection methods, analysis procedures, ethical considerations, limitations, validity, reliability, and researcher reflexivity for the study.
Chapter 4: Discussion of Findings
This chapter presents the findings of the study, including effective strategies for supporting students with intellectual disabilities in inclusive settings, recommendations for practice, and implications for policy and future research.
Chapter 5: Conclusion and Summary
This final chapter summarizes the main findings of the study and draws conclusions regarding the needs of students with intellectual disabilities in inclusive settings. Recommendations for practice, policy, and future research are also discussed.
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