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ERIC Number: ED405717
Record Type: Non-Journal
Publication Date: 1995-Aug
Pages: 74
Abstractor: N/A
Reference Count: N/A
Inclusion Specialists: Are They Really Fostering Inclusion?
Katul, Nadia A.
This paper includes a qualitative study of the role of "inclusion specialists" in schools, a review of the history of special education, accounts of interviews with 17 special and 7 regular educators, accounts of day-long observations of four specialists, and the author's reflections. The literature review focuses on the relationship of regular and special education, including the emergence of special education, recent legislation, steps to a merged system of education (from mainstreaming to systemic inclusion), principles of systemic inclusion, and the developing role of the inclusion facilitator or specialist. Findings are reported through vignettes of three composite categories of inclusion specialists: "teacher with an empty classroom,""teacher without a classroom," and"teacher of teachers." Job descriptions and qualifications for inclusion specialists and their specific roles and responsibilities are also analyzed. Interviews with regular educators indicated they saw the specialist as either a "support" to their own efforts or as the "expert." Reflections by the author note that inclusion as practiced is almost entirely focused on students with disabilities and is characterized by the relocation of special education personnel and practice into general education classrooms. Appended are the two interview protocols. (Contains 27 references.) (DB)
Publication Type: Reports - Research; Information Analyses; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A