ERIC Number: ED364046
Record Type: RIE
Publication Date: 1993-Jul
Inclusive Schools Movement and the Radicalization of Special Education Reform.
Fuchs, Douglas; Fuchs, Lynn S.
This critical discussion of current trends in special education examines the current inclusive schools movement and compares it to the regular education initiative (REI). After contrasting the two movements' respective advocates, goals, tactics, and understanding of and links to general education, the paper argues that the field's rhetoric has become increasingly strident and its perspective has become increasingly insular and disassociated from general education's concerns. Especially noted is the disproportional influence in the inclusive schools movement of those concerned with individuals with severe intellectual disabilities (especially The Association for the Severely Handicapped) and their rejection of the concept of a continuum of placement options. Goals of the inclusionists are seen as focusing on abolishing special education and promoting social competence (in contrast to REI's emphasis on preventing academic failure and emphasizing academic standards and accountability). Special education is blamed by many in the inclusive schools movement as being responsible for general education's failure to accommodate diverse student needs. Believers in full inclusion are urged to put the specific needs of individual children first and to compromise with general education. However, a pessimistic prediction is proffered concerning the current movement's ability to forge a productive alliance with general education. (Contains 120 references.) (Author/DB)
Descriptors: Attitudes, Disabilities, Educational Change, Educational Trends, Elementary Secondary Education, Mainstreaming, Normalization (Disabilities), Opinions, Regular and Special Education Relationship, School Restructuring, Severe Disabilities, Social Integration, Special Education, Trend Analysis
Publication Type: Opinion Papers
Education Level: N/A
Sponsor: National Inst. of Child Health and Human Development (NIH), Bethesda, MD.; Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: N/A
Grant or Contract Numbers: N/A