Responsible Inclusion for Students with Learning Disabilities
- 1 May 1995
- journal article
- Published by SAGE Publications in Journal of Learning Disabilities
- Vol. 28 (5), 264-270
- https://doi.org/10.1177/002221949502800502
Abstract
The purpose of this article is to contrast responsible with irresponsible inclusion practices for students with learning disabilities. Guidelines for responsible inclusion are that the student and family are considered first, teachers choose to participate in inclusion classrooms, adequate resources are provided for inclusion classrooms, models are developed and implemented at the school-based level, a continuum of services is maintained, the service delivery model is evaluated continuously, and ongoing professional development is provided.Keywords
This publication has 21 references indexed in Scilit:
- The Nature of Student Interactions During Peer Tutoring With and Without Prior Training and ExperienceAmerican Educational Research Journal, 1994
- How We Might Achieve the Radical Reform of Special EducationExceptional Children, 1993
- Council for Learning Disabilities Position Statement: Concerns about the “Full Inclusion” of Students with Learning Disabilities in Regular Education Classrooms, April 1993Learning Disability Quarterly, 1993
- A Conservative Approach to Special Education Reform: Mainstreaming Through Transenvironmental Programming and Curriculum-Based MeasurementAmerican Educational Research Journal, 1993
- “I've Counted Jon”: Transformational Experiences of Teachers Educating Students with DisabilitiesExceptional Children, 1993
- Issues in Service Delivery for Students with Learning DisabilitiesPublished by Elsevier BV ,1991
- The Regular Education Initiative as Reagan-Bush Education PolicyThe Journal of Special Education, 1989
- Critical Instructional Factors for Students With Mild HandicapsRemedial and Special Education, 1989
- Mainstreaming Students with Mild Handicaps: Academic and Social OutcomesReview of Educational Research, 1983
- The Efficacy of Special Versus Regular Class Placement for Exceptional Children: a Meta-AnalysisThe Journal of Special Education, 1980