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ERIC Number: EJ888304
Record Type: Journal
Publication Date: 2010
Pages: 5
Abstractor: ERIC
Reference Count: 0
ISSN: ISSN-1066-2847
Into the Mainstream
Shah, Nirvi
Teaching Tolerance, n37 p20-24 Spr 2010
It has been more than 30 years since the federal government first declared that children with different abilities shouldn't be automatically separated from one another in school. Parents of student with disabilities all over the country, are still fighting to have the law enforced. Too often, they say, school administrators' first instincts are separation, not inclusion. The latest figures from the U.S. Department of Education show that, overall, almost 57 percent of students with disabilities spend the majority of their day in traditional classrooms. But that number masks a wide range of outcomes for a diverse group of students. For students with mental retardation, for example, the inclusion rate is less than 16 percent. This article shares the experiences of parents in their fight to get their children with disabilities included in a regular classroom.
Southern Poverty Law Center. 400 Washington Avenue, Montgomery, AL 36104. Tel: 334-956-8200; Fax: 334-956-8484; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A