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According to Piaget (1958), "assimilation and accommodation require an active learner and not a passive one, skills that require problem solving can only be discovered. The role of teacher is to encourage learning and social skills." (p. ).

More findings show the gains that are made when children with disabilities are participants in inclusion classrooms. For instance, a particular study showed the results of an increase in important social skills, social initiations, and turn taking during recess (Forlin & Rose, 2010).

Social skills for children with disabilities improve due to being in inclusion classes.

Another theorist, Vygotsky (1978), believes adults promote culture by passing along cognitive tools from culture to culture. Thus, children learn through social interactions and come to understand how other people understand the world. Eventually, this understanding becomes a mental process. Teachers model for children during instructional time in the classroom, and they grew up learning and imitating from their teacher. Learning how to view situations from more than one perspective and proving again that children can learning as they become older, is a win -win for both group of students in inclusion classrooms (Vygotsky L. S (1978).

In the article, "An Appreciative Inquiry in the Circle of Friends Program: The Benefits of Social Inclusion of Students with Disabilities" (Calabrese et al., 2008), a program called, the Circle of Friends Program (COFP), which works at elevating the connection of social inclusion for learning disabled students (LD), by linking them with the social circle of general education students. General education students are assigned and paired with (LD) students in different settings at school and in the community, (i.e., the classroom, lunch room, community events, and school functions). Bonds between parents of (LD) students and general education students are formed. This article admits that as a result of the No Child Left Behind Act (NCLB), emphases of a child's success in the classroom have been on academic performances and reaching the adequate yearly progress (AYP) requirements. However, Harrower & Dunlap, as cited in (Calabrese et al., 2008), not only acknowledges the successful academic benefits of inclusion for students with disabilities, but also states, "There also appears to be limited but emerging empirical research on the benefits of promoting a positive social inclusion experience for students with disabilities with their general education peers (p. 23).

The results of the (COFP), shows that parents of (LD) students felt less alienated in school



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