ERIC Number: ED380913
Record Type: RIE
Publication Date: 1995-Feb
Reference Count: N/A
Inclusive Education in Practice: The Lessons of Pioneering School Districts.
OSSC Bulletin, v38 n6 Feb 1995
The concept of full inclusion challenges school districts to include all students, regardless of the type or degree of disabling conditions, in regular classrooms at their neighborhood schools. This Bulletin examines some of the concerns that inclusion raises. Its summary of national research and interviews with 14 Oregon educators provide guidelines for effective practice. The introduction provides a brief history of the impetus for inclusion and describes the Oregon perspective. Chapter 1 highlights the most frequently voiced arguments both for and against inclusion. Elements of successful inclusion programs are described in the second chapter, some of which include adequate support, an established policy, enthusiastic teachers and administrators, and openness to change. Chapter 3 describes situations in which inclusion has failed, usually due to inadequate preparation, training, and support. Current practices in selected Oregon schools are described in the fourth chapter. The final chapter examines issues of funding and the reform of federal-funding requirements. A conclusion is that inclusion is most successful when it is coupled with a broader restructuring that includes multiaged classrooms. A four-page condensation of the Bulletin and a sample policy statement from Montgomery County, Maryland, are included. (LMI)
Descriptors: Elementary Secondary Education, Inclusive Schools, Individual Needs, Mainstreaming, Regular and Special Education Relationship, Resource Room Programs, Special Education, Special Needs Students, Student Placement, Teacher Attitudes
Oregon School Study Council, University of Oregon, 1787 Agate Street, Eugene, OR 97403 ($8, nonmember; $5.50, member; $3 postage and handling on billed orders; quantity discounts).
Publication Type: Collected Works - Serials; Information Analyses
Education Level: N/A
Authoring Institution: Oregon School Study Council, Eugene.