Special Education Reform: Districts Grapple with Inclusion Programs

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Report Type	Reports and Testimonies
Report Date	April 28, 1994
Report No.	T-HEHS-94-160
Subject	Aid for education Children with disabilities Educational grants Elementary school students Learning disabilities School management and organization Special education State-administered programs California Dept. of Education Chapter 1 Program for Educationally Disadvantaged Children Dept. of Education Systems Change Grant Kentucky New York Vermont

Summary:

In an inclusion program, all students, no matter what their disabilities, are taught in a general education classroom. If inclusion programs become widespread, 3.2 million disabled students now assigned to segregated special education classrooms could be affected. This is one of the most hotly debated, high-visibility issues in the education of disabled students. GAO testified that inclusion programs can work, but they take tremendous efforts and considerable resources. Some of those GAO spoke with--parents, teachers, and administrators--generally supported these programs because of the positive effects observed for the students with disabilities, their nondisabled classmates, and school staff. But the necessary levels of effort and resources may not be possible for many districts. A number of educators and parents gave the following advice to districts attempting inclusion programs: Go slow.

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Special Education Reform: Districts Grapple with Inclusion Programs