Inclusion and Special Education

Autor/inn/en	Francisco, Marian Patricia Bea; Hartman, Maria; Wang, Ye
Titel	Inclusion and Special Education
Quelle	In: Education Sciences, 10 (2020), Artikel 238 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Inclusion; Special Education; Students with Disabilities; Educational Trends; Educational Legislation; Mainstreaming; Barriers; Civil Rights Legislation; Federal Legislation; International Law; Equal Education; Educational Quality; Elementary Secondary Education; Individualized Education Programs; Access to Education; Regular and Special Education Relationship + Suchen Sie Ihr Suchwort? Inklusion; Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bildungsentwicklung; Bildungsrecht; Schulgesetz; Private law; Bürgerliches Recht; Bundesrecht; Law of nations; Völkerrecht; Quality of education; Bildungsqualität; Individualized education program; Individualisierendes Lernen; Education; Access; Bildung; Zugang; Bildungszugang
Abstract	The purpose of this paper is to trace the historical trajectory of special education and how societal perspectives influenced the special education movement. It aims to answer if special education and inclusion have achieved their goals for all individuals, especially those with disabilities. A review of historical trends, special education laws, and key constructs showed that there were both positives and negatives aspects. It also revealed that the absence of a clear definition, standards, and objectives for inclusion and least restrictive environment is just one of the roots of the problem. Moreover, the lack of empirical studies on the effectiveness of inclusion and the lack of knowledge and awareness of the provisions of special education laws by stakeholders contribute to the issues surrounding inclusion implementation. Recommendations include that all stakeholders should have historical awareness and discriminative ability, in-depth comprehension of special education laws, and adapting the same definition, standards and clear objectives in implementing inclusion programs. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01