ERIC Number: ED392219
Record Type: RIE
Publication Date: 1995-Nov
Research Review for Inclusive Practices.
Inos, Rita Hocog; Quigley, Mary Anne
This brief review of principles of inclusive educational practices for students with disabilities explains what inclusion is, identifies characteristics of inclusive schools, considers preparation for inclusive schooling, and addresses inclusion policy. Inclusion is seen as reflecting the intent of federal law that children with disabilities be educated with their nondisabled peers in the least restrictive environment. Characteristics of inclusive schools include: (1) a sense of community; (2) a common vision; (3) problem solving teams; (4) parents, teachers, paraprofessionals, and community members as partners; (5) students as problem solvers; (6) use of a common language; (7) time for planning; (8) bringing services to the student; (9) flexible scheduling; and (10) co-teaching. Communities committed to implementing inclusive schools should focus on staff development, informing parents, and flexibility in learning environments. The consensus among key associations and councils is supportive of inclusion but stresses the necessity for the provision of appropriate support services. (Contains 16 references.) (DB)
Descriptors: Disabilities, Educational Policy, Educational Principles, Elementary Secondary Education, Family School Relationship, Inclusive Schools, Institutional Characteristics, Mainstreaming, Program Development, Regular and Special Education Relationship, School Community Relationship, Social Integration, Teamwork
Pacific Region Education Laboratory, 828 Fort Street Mall, Suite 500, Honolulu, HI 96813.
Publication Type: Opinion Papers
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Pacific Region Educational Lab., Honolulu, HI.