Welcome to the Destruction of Special Education in the Name of Ideology

Hallahan, Daniel P.

doi:10.1080/09362835.2024.2300192

Cited by 1 publication

(2 citation statements)

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“…Unsurprisingly, one response (popularized by the field of disability studies in education) is to deny that categories of disability exist, and instead consider all disabilities normal variations or diversities. The consequences of this view are disastrous for people with disabilities since the impairments associated with intellectual disabilities are real and not social constructions (Hallahan 2024).…”

Section: The Practice Of Inclusionmentioning

confidence: 99%

“…Concern about the LRE is considered to have overshadowed other more important aspects of the United States federal law (Hallahan 2024;Kauffman et al 2022c), as well as special education policies throughout the world (Gordon-Gould and Hornby 2023; Hornby and Kauffman 2023; Kauffman et al 2022a;Slee 2018aSlee , 2018b. Under U.S. federal law, each child with a disability is to have an individual education program (an IEP), and that IEP is to be implemented in the LRE chosen from a continuum of alternative placements (CAP).…”

Section: Introductionmentioning

confidence: 99%

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Inclusive Education, Intellectual Disabilities and the Demise of Full Inclusion

Hornby,

Kauffman

2024

J. Intell.

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Inclusive education has developed worldwide popularity in education for learners with various disabilities but is particularly controversial for students with intellectual disabilities because of their unique needs. The foremost of these are the development of the social, vocational and life skills needed to facilitate their transition to adulthood. This article presents a discussion that focuses on theory, practice and research relevant to inclusive education for students with intellectual disabilities. It points out that the movement for full inclusion started by focusing on students with intellectual disabilities and has encountered roadblocks to further progress because of its difficulties in addressing their special needs. This is explored by considering the theory underpinning the international drivers of the full inclusion movement, the reality of the implementation of inclusion policies worldwide, and research on the effects of inclusion of students with intellectual disabilities in mainstream schools.

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Section: The Practice Of Inclusionmentioning

confidence: 99%