ERIC Number: EJ933342
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 62
Inclusive Education and the "No Child Left Behind Act": Resisting Entrenchment
Hulgin, Kathleen Maria; Drake, Bob M.
International Journal of Inclusive Education, v15 n4 p389-404 2011
This article examines inclusive education in view of the current US policy climate. The "No Child Left Behind Act" provides the opportunity to examine dominant social forces and the underlying theories of mechanism and positivism that run counter to a constructivist approach to inclusive education. The incompatibility of these theories is explored in terms of four factors that influence efforts to implement change: images of teaching and learning, images of organisation, approaches to policy and organisational characteristics. This framework provides a means of clarifying and working to restore the movement towards inclusive education within local schools and communities.
Descriptors: Federal Legislation, Teaching Methods, Constructivism (Learning), Inclusion, Educational Policy, Educational Theories, Alignment (Education), Performance Factors, Educational Change, Change Strategies, Institutional Characteristics, Organizational Climate, Organizational Change, Policy Formation, Instructional Innovation, Accessibility (for Disabled)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001