How the Commitment to Inclusion Has Highlighted the Need for Greater Collaboration in the United States1

Abstract

In this article, we provide an overview of the special education policies and practices enacted in the United States over the past 25 years. Although there have been some improvements in conditions for students with special education needs, achievement data continue to indicate unacceptably low levels of achievement. We believe that the lack of achievement highlights the fact that greater collaboration is needed between special educators and general education educators. We describe the different forms of collaboration that have evolved over the past two decades and we provide recommendations for strengthening collaborations in the future.

Atendimento Educacional Especializado na educação infantil: dos aspectos legais à prática pedagógica

“…Despite the approval of a Department of Special Education in 1897, a White House conference in 1910 addressing the education of students with disabilities, and compulsory education laws in all states by 1918, students with disabilities were not legally included in public schools (BI-CEHOUSE;FAIETA, 2017;YELL, 2015). According to Ingen et al (2018), the societal view of the disabled as needing protection, separation and dependency did not shift until the return of veterans from World War I. The Soldiers Rehabilitation Act of 1918 for the disabled to receive job training matching their disabilities promoted a view of the disabled as "assets to the workforce" (INGEN et al, 2018, p. 169).…”

“…The overidentification of students of color in special education can be attributed to social inequalities within the United States (HARRY; KLINGNER, 2014). Solutions for reducing disproportionality include calls for Response to Intervention, inclusive practices, culturally responsive teaching, increased transdisciplinary collaboration, and research that addresses whether disproportionality is due to cultural bias (INGEN et al, 2018;KAUFFMAN;KIRBY, 2017). Teacher education programs can support zero rejection with culturally responsive teaching.…”