Contents: Phil Smith: Whatever Happened to Inclusion? The Place of Students with Intellectual Disabilities in General Education Classrooms - Phil Smith: Trends for Including Students with Intellectual Disabilities in General Education Classrooms - Phil Smith: Defining Inclusion: What Is It? Who Does It Benefit? - Phil Smith: Barriers to Inclusion: Does Special Education Work? - Valerie Owen/Susan Gabel: Lack of Vision? Lack of Respect? Exclusion in Illinois - Barbara LeRoy/Krim Lacey: The Inclusion of Students with Intellectual Disabilities in Michigan - Emily A. Nusbaum: Fighting Professional Opinions: Stories of Segregation by Three California Families - Kagendo Mutua/Jim Siders: What Is This Inclusion Thing? Who Dumped These Kids on Me? How Am I Supposed to Do This? Tracing the Contours of Inclusion in Alabama - David Connor: Adding Urban Complexities into the Mix: Continued Resistance to the Inclusion of Students with Cognitive Impairments (or New York, New York: So Bad They Segregated It Twice) - Phil Smith: The Story(s) of the States: What Does It All Mean? - Phil Smith: Preparing Educators for Inclusion: What We're Doing Right, What We're Doing Wrong - Phil Smith: Future Directions: Policy, Practice, and Research.
(source: Nielsen Book Data)
Law, policy, and practice in the United States has long held that students with disabilities - including those with intellectual disabilities - have the right to a free and appropriate public education, in a non-restrictive environment. Yet very few of these students are fully included in general education classrooms. Educational systems use loopholes to segregate students; universities regularly fail to train teachers to include students; and state regulators fail to provide the necessary leadership and funding to implement policies of inclusion. "Whatever Happened to Inclusion?" reports on the inclusion of students with intellectual disabilities from national and state perspectives, outlining the abject failure of schools to provide basic educational rights to students with significant disabilities in America. The book then describes the changes that must be made in teacher preparation programs, policy, funding, and local schools to make the inclusion of students with intellectual disabilities a reality. (source: Nielsen Book Data)