What, Where, and How? Special Education in the Climate of Full Inclusion

Autor/inn/en	Zigmond, Naomi; Kloo, Amanda; Volonino, Victoria
Titel	What, Where, and How? Special Education in the Climate of Full Inclusion
Quelle	In: Exceptionality, 17 (2009) 4, S.189-204 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
Schlagwörter	Inclusive Schools; Disabilities; Public Policy; Special Education; Public Education; Mainstreaming; Federal Legislation; Access to Education; Equal Education; Special Needs Students; Educational Legislation; Delivery Systems; Individualized Instruction; Regular and Special Education Relationship; Pennsylvania + Suchen Sie Ihr Suchwort? Inclusive school; Integrative Schule; Handicap; Behinderung; Öffentliche Ordnung; Special needs education; Sonderpädagogik; Sonderschulwesen; Öffentliche Erziehung; Bundesrecht; Education; Access; Bildung; Zugang; Bildungszugang; Sonderpädagogischer Förderbedarf; Bildungsrecht; Schulgesetz; Auslieferung; Individualisierender Unterricht
Abstract	After the passage of PL 94-142 in 1975 guaranteeing a free, appropriate, public education to all students with disabilities, multiple reauthorizations of IDEA have refined, revised, and renewed the nation's moral and pedagogical commitment to providing well-planned, public, inclusive, and appropriate education to all students with disabilities. But conflicting views of where that education should take place, what that education should consist of, and how that education should be delivered have continued to plague the field of special education. In this article, we provide an historical perspective on the arguments over where, what and how. We open four "windows" on special education service delivery in four different settings in Pennsylvania to illustrate contemporary interpretations and contemporary public policy related to where, what, and how. In the end, we raise questions about whether current, fully inclusive special education practices fulfill the promise of PL-94-142 to provide a special and appropriate education to students with disabilities. (Contains 1 note and 1 figure.) (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10