ERIC Number: ED419076
Record Type: Non-Journal
Publication Date: 1997
Reference Count: N/A
Serving Students with Special Needs through Inclusive Education Approaches. Publication Series No. 11.
Wang, Margaret C.
This paper provides a summary of the knowledge base on serving students with special needs through inclusive education approaches, and it discusses the implications for restructuring regular and special education practices for school-based implementation of inclusive education. The first section is an introduction to some of the basic assumptions underlying the concept of inclusive education. The second section is a discussion of the findings from two recently completed large-scale studies on the variables that influence learning. One was a synthesis study that began with a meta-review and synthesis of research on variables related to school learning in both regular and special education literature. Sources included 179 handbook chapters and 91 research syntheses. The extent to which findings from these sources form a consensus on the ranking of influences on school learning indicate a shared knowledge base for establishing powerful inclusive learning environments responsive to the needs of all students. The second study was a feasibility study that focused on implementing inclusive education by incorporating what works to improve student learning. Findings were examined from a large-scale study of a statewide initiative for inclusive education approaches for special needs students carried out by the Pennsylvania Department of Education. This study examined the effects of 13 widely known programs. Results from a survey of administrators and teachers participating in these programs suggest an overall positive attitude toward the implementation and outcomes of various inclusive education models. The final section is a discussion of the implications of what is known about what works toward an inclusive approach to special education delivery. (Contains 35 references.) (SLD)
Descriptors: Elementary Secondary Education, Inclusive Schools, Literature Reviews, Mainstreaming, Program Effectiveness, Regular and Special Education Relationship, School Restructuring, Special Education, Special Needs Students, Synthesis
Electronic version: http://www.temple.edu/LSS
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Mid-Atlantic Lab. for Student Success, Philadelphia, PA.; National Research Center on Education in the Inner Cities, Philadelphia, PA.
Identifiers - Location: Pennsylvania