Inclusive Education Moving Forward

Autor/inn/en	Kauffman, James M.; Anastasiou, Dimitris; Badar, Jeanmarie; Travers, Jason C.; Wiley, Andrew L.
Titel	Inclusive Education Moving Forward
Quelle	(2016), (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Inclusion; Regular and Special Education Relationship; Student Placement; Students with Disabilities; Equal Education; Social Justice; Student Needs; Educational Improvement + Suchen Sie Ihr Suchwort? Inklusion; Schülerpraktikum; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Soziale Gerechtigkeit; Teaching improvement; Unterrichtsentwicklung
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. [For the complete volume, "General and Special Education Inclusion in an Age of Change: Roles of Professionals Involved. Advances in Special Education. Volume 3," see ED605014.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01