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Inclusion: Welcoming, Valuing and Supporting the Diverse Learning Needs of All Students in Shared General Education Environments 包容:在共享的通识教育环境中，欢迎、重视和支持所有学生的不同学习需求
Special services in the schools Pub Date : 2000-04-13 DOI: 10.1002/0471227579.CH25
Richard A. Villa, J. Thousand
{"title":"Inclusion: Welcoming, Valuing and Supporting the Diverse Learning Needs of All Students in Shared General Education Environments","authors":"Richard A. Villa, J. Thousand","doi":"10.1002/0471227579.CH25","DOIUrl":"https://doi.org/10.1002/0471227579.CH25","url":null,"abstract":"In a growing number of schools in the United States, it now is possible to walk into elementary, middle, and secondary classrooms and observe students who could be identified as having moderate and...","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130364411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 14
Inclusion of Disabled Children and School Reform 残疾儿童的包容和学校改革
Special services in the schools Pub Date : 2000-04-13 DOI: 10.1300/J008v15n01_02
L. Reddy
{"title":"Inclusion of Disabled Children and School Reform","authors":"L. Reddy","doi":"10.1300/J008v15n01_02","DOIUrl":"https://doi.org/10.1300/J008v15n01_02","url":null,"abstract":"Summary Over the past three decades, special and general education have undergone dramatic philosophical and structural changes. The mission of special and general education and the roles and responsibilities of school personnel have become increasingly blurred. The inclusion movement has captivated the interest of scholars, educators, politicians and the public alike. This paper reviews the major historical and current socio-political, legal, and professional forces that have led to the inclusion movement and national educational reform initiatives (e.g., Goals 2000, IASA, IDEA) in America. Psychologists assume significant leadership roles in the refinement and implementation of inclusion models and national reform initiatives. The expertise and contributions of psychologists to this movement are outlined. Critical issues and unanswered questions are presented to stimulate future research and debate.","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130252817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 13
Achieving Effective and Inclusive School Settings 实现有效和包容的学校设置
Special services in the schools Pub Date : 2000-04-13 DOI: 10.1300/J008v15n01_08
Todd A. Gravois, S. Rosenfield, Lindsay Vail
{"title":"Achieving Effective and Inclusive School Settings","authors":"Todd A. Gravois, S. Rosenfield, Lindsay Vail","doi":"10.1300/J008v15n01_08","DOIUrl":"https://doi.org/10.1300/J008v15n01_08","url":null,"abstract":"Summary Skills underlying effective inclusion practices, especially for mildly handicapped students, should center on quality of instruction and the development of collaborative structures to support teachers' core competencies which also facilitate successful schools in general. However, ensuring professional growth in these competencies requires implementation of the best practices in staff development and adult learning. An example of how staff development is implemented in practice is described, using the example of one model program, Instructional Consultation Teams.","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"1969 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130053706","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 12
Inclusion and Students with Mental Retardation 包容与智障学生
Special services in the schools Pub Date : 2000-04-13 DOI: 10.1300/J008v15n01_04
Bryan G. Cook, M. Semmel
{"title":"Inclusion and Students with Mental Retardation","authors":"Bryan G. Cook, M. Semmel","doi":"10.1300/J008v15n01_04","DOIUrl":"https://doi.org/10.1300/J008v15n01_04","url":null,"abstract":"Summary The present article examines the implications of inclusion for students with mental retardation. An overview of inclusion terminology and recent changes in the definition and classification of individuals with mental retardation are presented. The academic and social outcomes of students with mental retardation in inclusive settings are examined by employing tolerance theory, a joint model of outcome production, and a model of differentiated expectations. The analyses examine how inclusion interacts with the unique learning needs and characteristics of students with mild and severe mental retardation. The authors recommend implementing partial, not full, inclusion for most students with mental retardation; to consider the interaction of severity of disability and student variance in making inclusive placements to maximize social outcomes; and to continue to conduct theory-based research in an effort to provide the most appropriate education to students with mental retardation.","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123935244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 6
Inclusion and Students with Emotional/Behavioral Disorders 包容与情绪/行为障碍学生
Special services in the schools Pub Date : 2000-04-13 DOI: 10.1300/J008v15n01_03
M. Coleman, Jo Webber, B. Algozzine
{"title":"Inclusion and Students with Emotional/Behavioral Disorders","authors":"M. Coleman, Jo Webber, B. Algozzine","doi":"10.1300/J008v15n01_03","DOIUrl":"https://doi.org/10.1300/J008v15n01_03","url":null,"abstract":"Summary This article presents a point/counterpoint approach to the issue of full inclusion of all students with emotional/behavioral disorders. To set the stage for the discussion that follows, the academic, social, and behavioral characteristics of these students pertinent to classroom performance are reviewed. The pros and cons of these four issues are then presented: (a) appropriateness of the general education curriculum for students with EBD; (b) social acceptance and other social competence issues; (c) mental health interventions and supports in general education settings; and (d) legality of full inclusion. Under the legality issue, case law on full inclusion pertaining to students with EBD is briefly reviewed. The basic premise of the authors who are full inclusion opponents is that a continuum of placements, including full-time placement in general education classrooms, should be preserved so that decisions about appropriate settings can be made on an individual basis. The basic premise of the author who is a full inclusion proponent is that, rather than maintaining two separate systems, we should direct our energies toward correcting the inadequacies of the general education classroom for the benefit of all students, including those with EBD.","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131251800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 17
An Evolutionary Process with an Uncertain Future 具有不确定未来的进化过程
Special services in the schools Pub Date : 2000-04-13 DOI: 10.1300/J008v15n01_10
T. Fagan
{"title":"An Evolutionary Process with an Uncertain Future","authors":"T. Fagan","doi":"10.1300/J008v15n01_10","DOIUrl":"https://doi.org/10.1300/J008v15n01_10","url":null,"abstract":"Summary Inclusion is discussed as a long-term evolutionary development since the era of compulsory schooling. Special education is seen as a late comer in a generally broader societal movement. Themes in this volume on inclusion and conclusions relevant to the future are provided.","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124567129","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Legal and Ethical Issues of Inclusion 包容的法律和伦理问题
Special services in the schools Pub Date : 2000-04-13 DOI: 10.1300/J008v15n01_07
S. G. Little, K. Little
{"title":"Legal and Ethical Issues of Inclusion","authors":"S. G. Little, K. Little","doi":"10.1300/J008v15n01_07","DOIUrl":"https://doi.org/10.1300/J008v15n01_07","url":null,"abstract":"Summary The inclusion of children with disabilities in the regular classroom has become a controversial issue in the area of special education. Definitions range from selective placement of special education students in one or more “regular” education classes to full-time placement of students with disabilities in the regular classroom. A review of the U.S. Constitution, federal legislation (i.e., IDEA, Section 504, ADA), and federal court cases clearly indicate that there is no legal mandate for “full inclusion.” Rather, the courts have consistently supported the key provisions of IDEA and other legislation that decisions be individualized for each student, that the “least restrictive environment” does not necessarily mean full inclusion in the regular classroom, and that decision making regarding children with disabilities needs to be based on sound reasoning about what is in the best interest of the child. There does, however, appear to be a clear preference for placing students in as mainstream an environment as possible. In addition to reviewing legal issues in inclusion, this paper reviews ethical issues regarding placement decisions of students with disabilities and presents an eight-step model of decision making to guide educators and psychologists in arriving at ethical (and legally sound) placement decisions.","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131144640","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
Interagency Collaboration 跨部门协作
Special services in the schools Pub Date : 1999-01-01 DOI: 10.1300/J008v15n01_06
S. Pfeiffer, L. Cundari
{"title":"Interagency Collaboration","authors":"S. Pfeiffer, L. Cundari","doi":"10.1300/J008v15n01_06","DOIUrl":"https://doi.org/10.1300/J008v15n01_06","url":null,"abstract":"Summary Interagency collaboration has been described in various ways as service coordination, service integration, and community-wide agency cooperation. Regardless of how it is described, interagency collaboration has as its overall goal improving services through better planning and coordination. Several impediments exist which reduce the effectiveness of interagency collaboration. A number of recommendations are made to enhance interagency collaboration, thereby increasing successful inclusive education for many special needs students.","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1999-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122117814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Considering the Welfare of All Students: Balancing Legal and Ethical Rights of Students with and without Disabilities. 考虑所有学生的福利:平衡残疾学生和非残疾学生的法律和道德权利。
Special services in the schools Pub Date : 1998-11-24 DOI: 10.1300/J008V14N01_05
Richard W. Auger
{"title":"Considering the Welfare of All Students: Balancing Legal and Ethical Rights of Students with and without Disabilities.","authors":"Richard W. Auger","doi":"10.1300/J008V14N01_05","DOIUrl":"https://doi.org/10.1300/J008V14N01_05","url":null,"abstract":"Abstract There appears to be a popular perception among educators that students with disabilities have the legal right to be placed in regular education classrooms regardless of the severity of the disability or the negative impact this placement may have on the other students in the classroom. This article will examine legal and ethical issues surrounding this full inclusion concept, with particular emphasis on the rights of nondisabled students. It will be argued that it is ethically and legally appropriate for schools to consider the impact on nondisabled classmates when considering placements for Students with disabilities.","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1998-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115722637","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Differences in parent and teacher trust levels: Implications for creating collaborative family-school relationships 家长和教师信任水平的差异:对建立合作家庭-学校关系的影响
Special services in the schools Pub Date : 1998-11-24 DOI: 10.1300/J008V14N01_01
K. S. Adams, S. Christenson
{"title":"Differences in parent and teacher trust levels: Implications for creating collaborative family-school relationships","authors":"K. S. Adams, S. Christenson","doi":"10.1300/J008V14N01_01","DOIUrl":"https://doi.org/10.1300/J008V14N01_01","url":null,"abstract":"Abstract The purposes of this exploratory study were to determine differences in: (a) levels of trust between parents and teachers; (b) parent trust as a function of income, ethnicity, school site, type of services, and level of special education service; and (c) current level of involvement for high-, moderate-, and low-trust parent groups. Surprisingly little research that addresses trust in the parent-teacher relationship exists. Furthermore, trust is often treated as an important characteristic of family-school relationships. In this study, data were collected from parents and teachers of special and regular education students. One interesting finding, particularly for creating collaborative family-school relationships, is that parent trust is significantly higher than teacher trust. Five implications for school personnel to build trust between families and schools are described.","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"240 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1998-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132653846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 68
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