ERIC Number: EJ947839
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 67
Maximizing Access, Equity, and Inclusion in General and Special Education
Obiakor, Festus E.
Journal of the International Association of Special Education, v12 n1 p10-16 Spr 2011
The goal of any educational program is to help its students to maximize their fullest potential in inclusive environments. For many students with disabilities, having an inclusive environment seems to be an ideal policy. Ironically, this policy continues to be debatable and controversial. Sometimes, the controversy or debate dominates the real mission, making the ideal goal unrealistic. Because of the condition of their disabilities, students experience educational professionals and service providers who not only downplay their capabilities and willingness to live a "normal" life, but also exclude them in educational processes. To increase normalcy in their lives, it is important that they are educated with their typical peers in environments that are accessible, equitable, and inclusive. This is the premise of this article.
Descriptors: Disabilities, Learning Processes, Equal Education, Inclusion, Mainstreaming, Regular and Special Education Relationship, Special Education, General Education, Access to Education, Normalization (Disabilities), Court Litigation, Civil Rights, Student Placement, Student Role, Government Role
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: http://iase.coe.nau.edu/index3.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Brown v Board of Education; Individuals with Disabilities Education Improvement Act 2004