ERIC Number: ED420134
Record Type: RIE
Publication Date: 1997
Reference Count: N/A
Progressive Inclusion: Meeting New Challenges in Special Education. 1997 Publication Series No. 3.
Wang, Margaret C.; Reynolds, Maynard C.
This paper addresses trends and issues in the progressive inclusion of students with disabilities in regular schools and classes. It examines the current changing school scene in terms of changes directly affecting students with disabilities and those who work with them (such as deinstitutionalization of students with severe and profound disabilities), demographic changes that cause increasing numbers of students to have special needs, and changes in the economics of the school situation. The authors urge a progressive inclusion policy that requires "deliberate speed" in efforts to make regular schools strong valid resources for all children, including those with special needs. Design characteristics of an effective inclusive school are suggested based on a meta-review of the research literature, which quantified the relative influences on learning of 28 factors ranging from classroom management, through classroom climate and curriculum design, to district demographics. Additional suggestions for moving toward greater inclusion are also offered, such as merging Title I, learning disability, and related programs for students showing learning-rate problems in basic academic areas, integrating professional groups, and setting a common sunset date for legislation affecting all categorical programs in education. (Contains 20 references.) (DB)
Descriptors: Change Strategies, Disabilities, Educational Change, Educational Trends, Elementary Secondary Education, Inclusive Schools, Instructional Effectiveness, School Effectiveness, Trend Analysis
Mid-Atlantic Laboratory for Student Success; telephone: 800-892-5550; e-mail: email@example.com; World Wide Web: http://www.temple.edu/department/LSS.
Publication Type: Information Analyses; Opinion Papers
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Mid-Atlantic Lab. for Student Success, Philadelphia, PA.; Temple Univ., Philadelphia. Center for Research in Human Development and Education.