Title

Case Studies In Inclusion: What Works, What Doesn'T

Abstract

Over the last decade, the nature of special education services has become more inclusive. Four tenets are at the core of this inclusion movement: (a) the inclusive classroom setting is an integrated setting in which all children learn together, (b) the inclusive classroom setting does not unduly label or identify students as special needs learners, (c) the inclusive classroom maximizes educational benefit, and (d) the inclusive classroom minimizes the need for a separate curriculum. This article presents two real-life case studies that illustrate how inclusion can be successfully or unsuccessfully implemented. Case Study 1 demonstrates the appropriate use of inclusion and teaching strategies to maximize learning. Case Study 2 is an example of how inclusion was purported to be implemented in an elementary school setting when, in fact, it represented a most restrictive educational environment. Informal and formal teaching strategies are presented, along with specific recommendations on making classrooms inclusive. © 2000, Sage Publications. All rights reserved.

Publication Date

1-1-2000

Publication Title

Communication Disorders Quarterly

Volume

21

Issue

4

Number of Pages

237-241

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1177/152574010002100405

Socpus ID

84992812438 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/84992812438

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