Christopher J. Lemons, Sharon Vaughn, Abdulaziz Alsolami
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Inclusive Special Education: What Do We Mean and What Do We Want?
The United States will soon recognize the 50th anniversary of the signing of the Education for All Handicapped Children Act of 1975. Considering the past 50 years in special education, we organized this special issue of Remedial and Special Education focused on inclusive education of students with disabilities in international contexts. Just as a broad array of educators in the US have grappled with improving how the education system might most effectively include students with disabilities, educational leaders in various countries across the globe have been addressing the same question: How can we design inclusive education for students with disabilities that effectively meets their needs? The manuscripts included in this special issue represent five countries—India, Japan, Norway, Saudi Arabia, and South Korea. Each paper presents background on the inclusion of students with disabilities within the focus country and highlights recent advances in and proposes next steps for policy, practice, and research. Collectively, we hope the issue expands readers’ thinking about what special education could be, encourages our community to set specific goals for our next ‘milestone anniversary,’ and ignites conversations about the specific steps we need to accomplish our goals.
期刊介绍:
Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.