Creating an Inclusive School

Creating an Inclusive School

Creating an Inclusive School

Creating an Inclusive School

Synopsis

In this comprehensive resource on inclusive schooling, administrators, general and special educators, and parents explore how inclusive education can support a diverse student body at all grade levels. They show how schools can meet standards and provide a "least restrictive environment" for students with disabilities by using cooperative learning, teaming, multi-age grouping, multicultural education, social skills training, and educational technology applications. And they explain how to facilitate change by using universal design principles and other curricular, instructional, assessment, and organizational practices. The authors examine the prevailing myths and the most frequently asked questions about inclusive education, and they provide an extensive list of resources. Woven through the book are the personal stories of people with disabilities and the educators and parents who work with them. As their voices make clear, inclusion is more than an educational buzzword; inclusion is a way of life, based on the belief that each individual is valued and belongs. Richard A. Villa, Ed. D., has worked with thousands of teachers and administrators to develop and implement instructional support systems for educating all students within general education settings. Jacqueline S. Thousand, Ph. D., is a professor in the College of Education at California State University, San Marcos, where she coordinates the College's special education credential and masters programs.

Excerpt

In 1975, Congress passed the Education for All Handicapped Children Act (Public Law 94–142) guaranteeing for the first time that all students with disabilities would receive a public education. The law's name was changed in a subsequent reauthorization in 1990 to the Individuals with Disabilities Education Act (IDEA). The law provides the foundation for inclusive schooling, requiring that every child with a disability receive a free and appropriate public education and learn in the least restrictive environment.

At the time the first edition of this book was written, discussions on inclusion provoked strong and differing opinions among educators. Since that time, research, experience, and case law have further clarified the rights and responsibilities of school personnel to include students with disabilities with nondisabled peers in general education settings to the maximum extent appropriate and have documented the benefits of inclusive education for students with and without disabilities. The percentage of students with disabilities within general education environments continues to increase, and we can expect this trend to continue.

The 1997 reauthorization of IDEA, which occurred two years after the publication of the first edition of this book, greatly strengthened the presumption that the placement of first choice for students with disabilities should be in the general education environment where they most readily would have access to the rigorous general education curriculum as well as other noncurricular activities to . . .

Search by... Author
Show... All Results Primary Sources Peer-reviewed

Oops!

An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.