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Inclusive Education Moving Forward

General and Special Education Inclusion in an Age of Change: Roles of Professionals Involved

ISBN: 978-1-78635-544-7, eISBN: 978-1-78635-543-0

ISSN: 0270-4013

Publication date: 25 October 2016

Abstract

Change is not synonymous with improvement. Improvement of special education requires better instruction of individuals with disabilities. Although LRE and inclusion are important issues, they are not the primary legal or practical issues in improving special education. Federal law (IDEA) requires a continuum of alternative placements, not placement in general education in all cases. To make actual progress in education of students with disabilities, a single and strict principle of equality or/and antidiscriminatory legal instruments, such as the CRPD, is not enough. Social justice as a multifaceted principle can serve the education of the whole spectrum of special educational needs in national and international contexts. Responsible inclusion demands attention to the individual instructional needs of individuals with disabilities and consideration of the practical realities involved in teaching. If inclusive education is to move forward, it must involve placing students with disabilities in general education only if that is the environment in which they seem most likely to learn the skills that will be most important for their futures.

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Citation

Kauffman, J.M., Anastasiou, D., Badar, J., Travers, J.C. and Wiley, A.L. (2016), "Inclusive Education Moving Forward", General and Special Education Inclusion in an Age of Change: Roles of Professionals Involved (Advances in Special Education, Vol. 32), Emerald Group Publishing Limited, Bingley, pp. 153-178. https://doi.org/10.1108/S0270-401320160000032010

Publisher

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Emerald Group Publishing Limited

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