This book provides new information on how various inclusion
policies have been implemented in different schools and school
districts in North America and in a range of European countries.
The purpose of inclusion policy is to prevent the marginalization
of people who experience unfavorable circumstances in life. It is
an approach to the education of students with disabilities that is
based on a commitment to what all members of a free society deserve
in order to become fully participating members--a fair chance to
find a meaningful place in their own communities.
This book is a kind of status report on what inclusive education
has achieved and what it may achieve in the future for children and
youth with disabilities. It describes the philosophical, legal, and
practical terrain covered by inclusion policy in general and
inclusive schooling in particular. Contributors assess inclusion
policy and suggest ways to reconceptualize it, bringing to their
data analysis a depth of experience and knowledge about public
schooling in their respective countries.
Although inclusion of students with disabilities in general
education classes has been embraced by politicians and educators
calling for equal opportunity in our society and is being
incorporated into national and international education laws, it
continues to be controversial and the debate is sometimes heated. A
goal of this book is to shed some light on this debate. Is
inclusion mostly about student placement? Are students with
disabilities attaining social and learning membership in general
classrooms? Have they benefitted from inclusion? How about students
without disabilities? What have been the benefits? Must learning
take second priority to socialization and friendship? Are teachers
getting the training they need? How do parents feel about inclusion
programs? How do students feel? What kind of curricular
accommodations should be made? These and other questions are
addressed.
This volume is based on original papers presented by the
contributing authors in October 1997 at the Rutgers Invitational
Symposium on Education on "Inclusive Schooling: National and
International Perspectives."
General
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