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ERIC Number: EJ1058225
Record Type: Journal
Publication Date: 2014
Pages: 11
Abstractor: As Provided
Reference Count: 29
ISSN: ISSN-1555-6913
Exploring the Landscape of Inclusion: Profiles of Inclusive versus Segregated School Districts in the United States
Marks, Susan Unok; Kurth, Jennifer A.; Bartz, Jody Marie
Journal of the International Association of Special Education, v15 n2 p74-84 Fall 2014
Although inclusive education has been increasing in frequency for students with disabilities in the United States, for many students, the opportunity to be educated with their peers without disabilities continues to be out of reach despite decades of efforts by those promoting the vision of inclusion. This exploratory case study used interviews with administrators, teachers, and parents representing inclusive and segregated school districts in one state to explore potential reasons for differences in districts that had high percentages of students with disabilities in inclusive versus segregated educational settings. The importance of administrative leadership and parent selective mobility were found to influence the extent to which a district implemented inclusive versus segregated placements for students with disabilities.
International Association of Special Education. c/o College of Education, Northern Arizona University, P.O. Box 5774, Flagstaff, AZ 86011-5774. Tel: 928-523-8979; Fax: 928-523-1929; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona