ERIC Number: ED365050
Record Type: RIE
Publication Date: 1992
Reference Count: N/A
School Restructuring & Full Inclusion. Revision 5. Prepublication Copy.
Sailor, Wayne; And Others
This monograph addresses the issue of full inclusion of children and youth with severe intellectual disabilities and whether this form of social and academic integration is consistent with the direction of present school reform policies. The first section examines the implications of current efforts in educational reform. A case study illustrates differences between integration and inclusion. Key elements of full inclusion are identified: (1) full general education class membership; (2) full perception of "ownership" by the general education program (including special education); (3) individual outcomes-based decision making; (4) student-based services with team curriculum design; and (5) site team coordination of services and educational support. Next, issues in education policy are discussed such as recent trends in general education policy and reform. The following critical variables in school restructuring are identified: curriculum revision, performance-based assessment, decentralized instruction, school autonomy, site-based management and budgeting, shared decision making, infusion and coordination of educational resources, and community involvement. Finally, the comprehensive local school is described as a framework for inclusion through delivery of a variety of special education services and through systematic team design of the individual's curriculum within the general curriculum. (Contains 87 references.) (DB)
Descriptors: Change Strategies, Curriculum Development, Delivery Systems, Educational Change, Educational Policy, Elementary Secondary Education, Individualized Instruction, Mainstreaming, Normalization (Disabilities), Peer Relationship, Performance Based Assessment, Regular and Special Education Relationship, School Restructuring, Severe Mental Retardation, Social Integration, Teamwork
Publication Type: Opinion Papers
Education Level: N/A
Sponsor: Department of Education, Washington, DC.
Authoring Institution: San Francisco State Univ., CA. California Research Inst.