Contributions from: Drs. Rich Wilson, Eric D. Jones,. Colleen Mandell, Tom Kneavel and Ann Kneavel.
Abstract
In the United States, the inclusion movement has expanded beyond arguments that the academic needs of students with mild and moderate learning difficulties can be met within general education programs to arguments that general education placements are the most appropriate for all children, regardless of the severity of their disabilities. In 1992, the Ohio State Department of Education invited local school districts to submit plans for inclusionary programming. In 1999 the State Department of Education commissioned an evaluation of the effects of the districts' inclusionary efforts on: academic and social development of students with disabilities, levels of participation in programs with typically developing students, parental acceptance, and support of local educators. The evaluation surveyed over 1000 teachers, administrators, and parents across Ohio. It also included in-depth case studies from urban, suburban and rural schools. The evaluation considers how inclusion is defined by the operations of local districts. Results of the evaluation provide perspective that is lacking from the largely speculative discussions of inclusion.
The presentation will also consider the implications that current operational variations of inclusion have for the fulfilment of federal and state policies to promote inclusion.
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