The History of Inclusion in the United States
By Robert L. Osgood. 2009
169 citations recorded by the source corpus.
As a significant term, inclusion came into use relatively recently in the long history of special education in the United States. Since the 1800s, when children with disabilities first were segregated for instruction in public schools, professionals and parents have called for more equitable, normal treatment of these students, and for closer contact with their nondisabled peers. Through the years, the central issues of the discussions between educators and parents have focused on who should be considered disabled and who should bear responsibility for planning and providing for their education. "The History of Inclusion in the United States" traces the antecedents of this ongoing debate to answer questions about what inclusion is, how it came to be, and where it might go. In this comprehensive study, author Robert L. Osgood reveals how the idea of inclusion has evolved into broader realms of thought and practice. In its earliest manifestations, educators dwelled upon the classroom setting itself, wondering whether disabled children belonged there; if not, why not; and if so, how this could be accomplished? By the late 1960s, the scope of the discussion had shifted to assess the comprehensive structures of special education and its relationship with general education. "The History of Inclusion" seamlessly follows this progression into the present decade, in which current educational policy questions the need for any sort of separate special education in principle and structure."
Subfields: Education, Forestry
View Paper: https://www.semanticscholar.org/paper/c0d0c2c4dbdd31044f4f4edbd1ff28d81131a93c
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Citations in the corpus
- Critical Components of Successful Inclusion of Students with Severe Disabilities: Literature Review. (2012, methodology): “Through synthesizing the literature, the author provides an integrated overview of current knowledge regarding the critical components that enhance the quality of inclusive education programs for students with severe disabilities.”
- New Literacy Studies (2014, background): “The history of special education as a separate schooling trajectory emerged from the inability of a mainstream practice to respond capably to diversity in student backgrounds and learning profiles (Osgood, 2005; Skrtic, 1995), necessitating the creation of professional systems to offer alternate, sp”