Inclusion and Special Education
By M. Francisco, Maria C. Hartman, Ye Wang. 2020
125 citations recorded by the source corpus.
The purpose of this paper is to trace the historical trajectory of special education and how societal perspectives influenced the special education movement. It aims to answer if special education and inclusion have achieved their goals for all individuals, especially those with disabilities. A review of historical trends, special education laws, and key constructs showed that there were both positives and negatives aspects. It also revealed that the absence of a clear definition, standards, and objectives for inclusion and least restrictive environment is just one of the roots of the problem. Moreover, the lack of empirical studies on the effectiveness of inclusion and the lack of knowledge and awareness of the provisions of special education laws by stakeholders contribute to the issues surrounding inclusion implementation. Recommendations include that all stakeholders should have historical awareness and discriminative ability, in-depth comprehension of special education laws, and adapting the same definition, standards and clear objectives in implementing inclusion programs.
Subfields: Clinical Psychology, Education, Safety Research
View Paper: https://www.semanticscholar.org/paper/c0db3928d0a7943b92df884ae3c761b5ca5bb724
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Clinical Psychology
In Education
In Safety Research
Citations in the corpus
- Academic and Social Effects of Inclusion on Students without Disabilities: A Review of the Literature (2021, background): “However, there is much research about the effects of inclusion for students with disabilities and less for students without disabilities in inclusive settings [8].”