Inclusive Schooling: Are We There yet?

Autor/inn/en	Causton, Julie; Theoharis, George
Titel	Inclusive Schooling: Are We There yet?
Quelle	In: School Administrator, 70 (2013) 2, S.19-25 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6439
Schlagwörter	Disabilities; Inclusion; Federal Legislation; School Districts; Children; Special Education; Regular and Special Education Relationship; Administrators; Mainstreaming; Educational Legislation + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Inklusion; Bundesrecht; School district; Schulbezirk; Child; Kind; Kinder; Special needs education; Sonderpädagogik; Sonderschulwesen; Bildungsrecht; Schulgesetz
Abstract	Today, when trying to find a way to an unfamiliar destination, many rely on global positioning systems, or GPS technology. "Recalibrating" and "Whenever possible make a legal U-turn" are now ubiquitous phrases in the audio backdrop to many car trips. One can think about modern-day inclusive education in similar terms. The programming decisions administrators make to serve the 6.1 million school-age children with disabilities in public schools nationwide serve as the global positioning system in creating and maintaining truly inclusive schools. The authors have worked with hundreds of schools and districts across the country on inclusive policies and practices. Federal law has mandated inclusion of students with disabilities since 1975, contributing to schools that are much different places today. Yet many schools continue to use outdated models of inclusion, segregating students with disabilities in separate classrooms, wings or buildings. (ERIC).
Anmerkungen	American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10