Inclusion, School Restructuring, and the Remaking of American Society

Lipsky, Dorothy Kerzner; Gartner, Alan

doi:10.17763/haer.66.4.3686k7x734246430

Cited by 170 publications

(96 citation statements)

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“…Having some success in changing where schools placed students, some advocates pushed for more inclusion (Osgood, 2005). Beginning in the late 1980s, some parents, researchers, students, educators, and advocates for children with the most severe intellectual disabilities argued that any separation from a general education classroom was inappropriate, and they began to argue for the full inclusion of all students with disabilities in classrooms with nondisabled peers (e.g., Lipsky & Gartner, 1996;Stainback & Stainback, 1996). Very quickly, other parents, researchers, students, educators, and advocates within special education argued against full inclusion and against some other inclusion proposals.…”

Section: Special Education and Rehabilitative Services (Osers) 2002)mentioning

confidence: 99%

Chapter 3: Learning in Inclusive Education Research: Re-mediating Theory and Methods With a Transformative Agenda

Artiles

Kozleski

Dorn

et al. 2006

Review of Research in Education

133

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In theory, inclusive education is about all students and focuses on student presence, participation, acceptance, and achievement. In practice, inclusive education is multiplicity of discourses and practices. Historically, inclusive education is situated within waves of evolution.The first wave saw the establishment of general rights for children with disabilities, but some children-especially those with behavioral problems and severe intellectual disabilitiesremained unrecognized outsiders in schools and school communities. Subsequent waves of inclusive education have had differential impacts in developed and developing countries.A review of primarily U.S. and British inclusive education research at the school and classroom levels identified four shortcomings: inclusive education theory has outpaced its practice; inclusive education research ignores the influences of globalization forces; inclusive education theorization lacks conceptual clarity; and a substantial gap between the views of learning that informs research conducted either at the classroom level or the school level. In addition, views of learning in classroom and school based studies rely on different theoretical stipulations. Lack of cross-fertilization between classroom-and school-based inclusive education research is a missed opportunity for enriching this emerging knowledge base. Recommended is a re-mediation in the relationship between researchers and their work with theories that offer a systematic understanding of the cultural and political nature of learning. Learning in Inclusive Education Research 3Learning in Inclusive Education Research: Re-Mediating Theory and Methods with a Transformative AgendaInclusive education is a highly visible yet contentious notion in contemporary education reform due to conceptual, historical, and pragmatic reasons. From a conceptual perspective, the definition of inclusion is still debated, ranging from physical placement in general education classrooms to the transformation of entire educational systems. However, inclusive education tends to be defined in many professional and popular contexts as merely the placement of a student with disabilities in mainstream programs alongside nondisabled individuals. But even when inclusion is defined in such simplistic terms, the evidence suggests where a student with disabilities is educated has important correlates. For instance, a study of 11,000 students in the U.S. shows that students with disabilities who spend more time in general education classrooms tend to be absent less, perform closer to grade level than their peers in pull-out settings, and have higher achievement test scores (Blackorby et al., 2005). On the other hand, in the same study students with disabilities generally perform more poorly than their same grade peers without disabilities. In particular, unlike students with learning and sensory disabilities, students with mental retardation and autism cluster around the low end of standardized achievement tests.While some differences in outcomes...

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Section: Special Education and Rehabilitative Services (Osers) 2002)mentioning

confidence: 99%

Chapter 3: Learning in Inclusive Education Research: Re-mediating Theory and Methods With a Transformative Agenda

Artiles

Kozleski

Dorn

et al. 2006

Review of Research in Education

133

View full text Add to dashboard Cite

show abstract

“…Assim, a escola é uma ferramenta indispensável para todas as crianças e não apenas para aquelas chamadas "normais" (FIGUEIREDO, ROSA, CAMILO, 2002). Para que todas as crianças sejam de fato aceitas na escola, muitas discussões sobre as políticas de inclusão escolar têm ocorrido nas últimas três décadas, (UNESCO, 1994;LIPSKY, GARTNER, 1996;REA, MCLAUGHLIN, WALTHER-THOMAS, 2002).…”

Section: Introductionunclassified

É possível ensinar a genética para alunos cegos?

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Costa

Delou

et al. 2017

RCD

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The use of three-dimensional models is a strategy that facilitates teaching contents considered difficult for many high school teachers even in classes that do not have students with special educational needs. Our objective was to develop a tactile model that helps the understanding of the DNA structure and its replication. To achieve this, we adapted the steps proposed by Miotto for the production of tactile models. As a result, we constructed the matrix of the basic structures of the DNA molecule in cardboard covered with different textures. After approval by a blind student, who reported that the scale and textures chosen allowed identification of the structure as a whole and its parts, we prepared the high relief acetate plates. These were tested and approved by blind students in the "resource class" of a State Public School.

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“…The idea that inclusive education for all children with disabilities should be seen as an inalienable human right has been accepted as an integral part of education theory and policy for the past two decades (United Nations Educational, Scientific and Cultural Organisation, 1994;Lipsky & Gartner, 1996). In New Zealand, this view has more recently been reinforced in the requirements of two significant policy documents-the New Zealand Disability Strategy [NZDS] (New Zealand Government, 2001) and the United Nations Convention on the Rights of People with Disabilities [UNCRPD], (United Nations, 2007).…”

Section: Introductionmentioning

confidence: 99%