ERIC Number: ED546449
Record Type: Non-Journal
Publication Date: 2014-Jul-31
Abstractor: As Provided
Reference Count: 30
The New Segregation: An Analysis of Current Contexts of Inclusive Education
Grant, Marquis C.
The decision handed down by the Supreme Court in Brown v. Board of Education was not only a legal victory for African Americans in the United States, but all groups who were forced into exclusionary environments. In the shadows of Brown, advocates began seeking reforms that would allow students with disabilities to receive their education alongside their non-disabled peers based on legal concepts like least restrictive environment (LRE) and mandates outlined in political policies such as the Individuals with Disabilities Education Act (IDEA) and No Child Left Behind (NCLB), which set in motion the idea of inclusion within the general education classroom. However, many argue that inclusion has not eliminated the existence of segregation in the classroom. In fact, some current practices are considered to be separation tactics in disguise, imposing on the rights of children with disabilities to fully accessing the general education curriculum through homogeneous grouping and tracking.
Descriptors: Federal Legislation, Educational Legislation, African Americans, Disabilities, Equal Education, Access to Education, Inclusion, Mainstreaming, Regular and Special Education Relationship, Homogeneous Grouping, Student Rights, Track System (Education), Heterogeneous Grouping, Disproportionate Representation, Team Teaching, Teacher Collaboration, Elementary Secondary Education
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education; Elementary Education; Secondary Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Brown v Board of Education; Individuals with Disabilities Education Act; No Child Left Behind Act 2001