Inclusive Schools Movement and the Radicalization of Special Education Reform

Fuchs, Lynn S.

doi:10.1177/001440299406000402

Cited by 464 publications

(281 citation statements)

References 59 publications

(52 reference statements)

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“…Full inclusion proponents believed that educating students with disabilities in special education settings or apart from their typically achieving peers limited their rights to public education and was therefore a type of "segregation" (Eitle, 2002). Full inclusion opponents believed that special education settings and supports, like the continuum of special education services, could provide a free "appropriate" public education for students with disabilities who need unique supports and educational delivery (Fuchs & Fuchs, 1994). The inclusion proponents hold that LRE is a mandatory regulation requiring that students with disabilities not be segregated from general society and general education classrooms, in the interest of "human rights."…”

Section: Two Perspectives On "Appropriate" Educationmentioning

confidence: 99%

“…The opponents, however, provided evidence that almost 90% of the students with disabilities were identified as needing special education in schools after earning learning deficiencies in the general education classrooms. Returning these students to a general education setting means they were going back to failed educational settings without hands-on system or structure (Farrell, 2000;Fuchs & Fuchs, 1994;Grider, 1995;Ruijs & Peetsma, 2009). After 30 years, the debate continues, unresolved still today in the field of education in the United States.…”

Section: Two Perspectives On "Appropriate" Educationmentioning

confidence: 99%

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Education of Students with Disabilities in the USA: Is Inclusion the Answer?

Koh

Shin²

2017

IJLTER

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Abstract. American society has continued to question what the most appropriate way is to educate students with disabilities. Whether teaching students with and without disabilities in the same classroom is a best practice has become the most controversial topic in education. The present study attempted to examine the present state of inclusive education through a comprehensive review of the literature from 30 years of practice and current teacher preparation programs. Results showed that although quantitative physical inclusion in the United States has doubled, new general education teachers were not prepared enough to teach students with disabilities confidently and have held the similar perceptions, concerns, and perceived barriers regarding the success of inclusion to the ones since the beginning of the inclusion movement. Accountability for the academic and social success in the inclusive classroom did not result in a more effective system than the dual educational systems of general education and special education.

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Section: Two Perspectives On "Appropriate" Educationmentioning

confidence: 99%

Section: Two Perspectives On "Appropriate" Educationmentioning

confidence: 99%

Education of Students with Disabilities in the USA: Is Inclusion the Answer?

Koh

Shin²

2017

IJLTER

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“…The normalization and mainstreaming movements that have occurred over the last 25 years have made the inclusion of special education students in general education classrooms more common (Reynolds, Wang, & Walberg, 1987;Stainback, Stainback, & Jackson, 1992). As a result, special education teachers are instructing classrooms of students with wide ranges of academic and behavioral needs in varied instructional arrangements (Fuchs & Fuchs, 1994). Special education teachers also are increasingly called upon to consult with and support general educators in their instruction of students with special needs in inclusionary settings (Sugai & Tindal, 1993), which has further complicated the role of the special educator.…”

mentioning

confidence: 99%

Special Thinking in Special Settings

Stough

Palmer

2003

J Spec Educ

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Note. Instructional settings were classified according to their respective proportion of special education students and the instructional service delivery model of the classroom. Inclusive classrooms contained less than 50% students with disabilities and were the primary instructional settings for these students. Self-contained classrooms contained 100% students with disabilities and were the primary instructional settings for these students. Resource classrooms contained 100% students with disabilities but were secondary (less than 3 hours per day) instructional settings for these students. Content-mastery classrooms varied in their student composition but typically contained 25% to 100% students with disabilities, were secondary (less than 3 hours a day) instructional settings for these students, and provided supplemental, rather than primary instruction. a Denotes the subject matter and instructional setting in which teachers assigned to more than one instructional setting were observed.

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“…Andre studier konkluderte motsatt (Fuchs & Fuchs 1994, Hallahan & Kaufmann 1994/1995. I boka The Illusion of Full Inclusion, argumenterer Hallahan & Kaufmann (1994/1995 for at det er nødvendig med "a special, supplementary structure (…) to keep many students with special needs from dropping through the floor of public education" (Hallahan & Kaufmann 1994:ixx).…”

Section: Spesialundervisning -Avgrensning Av Begrepetmentioning

confidence: 99%

Spesialundervisning i videregående opplæring fra Reform 94 til Kunnskapsløftet

Markussen¹

2010

ADNO

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Artikkelen drøfter praktisering og resultater av spesialundervisning i videregående opplæring i Norge med hovedfokus på tiden fra innføringen av Reform 94 til like etter innføringen av Kunnskapsløftet. Artikkelen drøfter forholdet mellom segregerte og inkluderende løsninger, men uten å ha som ambisjon å svare på spørsmålet om hva som er best. Det vises at selv om inkludering som prinsipp har bred politisk oppslutning, foregår det fortsatt omfattende bruk av segregerende tiltak i spesialundervisningen. Kvantitativ forskning i perioden 1994-2009 viser at elevene oppnår best faglige resultater når de får spesialundervisning i inkluderende løsninger, og at elever som får spesialundervisning i egne klasser med redusert elevtall i gjennomsnitt oppnår de svakeste faglige resultatene. Kvalitativ forskning modererer disse funnene, og viser at det også er mulig å oppnå gode resultater innenfor segregerte løsninger. Dette skjer særlig når to forutsetninger er tilstede, at skolens ledelse og personale har et gjennomtenkt og bevisst forhold til sin pedagogikk, og når ungdommene får tett oppfølging.

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Inclusive Schools Movement and the Radicalization of Special Education Reform

Cited by 464 publications

References 59 publications

Education of Students with Disabilities in the USA: Is Inclusion the Answer?

Education of Students with Disabilities in the USA: Is Inclusion the Answer?

Special Thinking in Special Settings

Spesialundervisning i videregående opplæring fra Reform 94 til Kunnskapsløftet

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