The issue of integrating disabled students, who demonstrate aggressive behaviors, into general education classrooms is explored in this analysis. The history of this issue is first examined by tracing the movement from mainstreaming to full inclusion under the law. Next, an examination of the factors that create aggressive behavior is included to give more depth to the children being discussed. Then, research is analyzed as to the effects the mainstreaming process has had on general education teachers. Finally, effective strategies are proposed for working with aggressive children in a mainstreamed environment.
","abstract_html":"<p>The issue of integrating disabled students, who demonstrate aggressive behaviors, into general education classrooms is explored in this analysis. The history of this issue is first examined by tracing the movement from mainstreaming to full inclusion under the law. Next, an examination of the factors that create aggressive behavior is included to give more depth to the children being discussed. Then, research is analyzed as to the effects the mainstreaming process has had on general education teachers. Finally, effective strategies are proposed for working with aggressive children in a mainstreamed environment.</p>","abstract_has_math":false,"creators":["Arendt, Janine"],"institution":null,"degree_name":"Master of Science","degree_level":"Master's Thesis","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2001,"date_issued":"2001-01-01T08:00:00Z","date_published":"2001-01-01T08:00:00Z","updated_at":"2026-07-24T02:05:44Z","subjects":["Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholar.dominican.edu/education-print-theses/169","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Arendt, Janine"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholar.dominican.edu/education-print-theses/169"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The issue of integrating disabled students, who demonstrate aggressive behaviors, into general education classrooms is explored in this analysis. The history of this issue is first examined by tracing the movement from mainstreaming to full inclusion under the law. Next, an examination of the factors that create aggressive behavior is included to give more depth to the children being discussed. Then, research is analyzed as to the effects the mainstreaming process has had on general education teachers. Finally, effective strategies are proposed for working with aggressive children in a mainstreamed environment.
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