Implicit Assumptions in Special Education Policy: Promoting Full Inclusion for Students with Learning Disabilities
Implicit Assumptions in Special Education Policy: Promoting Full Inclusion for Students with Learning Disabilities
复制标题
特殊教育政策中的隐含假设：促进有学习障碍的学生的全面包容
DOI：
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
M. Kirby
中科院分区：
文献类型：
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作者：
M. Kirby
介绍美国数以百万计的学生获得特殊教育服务。特殊教育是由社会规范塑造的机构。这些规范固有的是关于残疾和特殊教育服务性质的隐含假设。在美国教育体系中明显的两个主流隐性假设是残疾是变形者并且应该消除的观点，假设所有特殊服务都应在单独的环境中提供。 。特别是，研究了包容性实践，对干预的反应（RTI）和学生成就。判断本文认为，尽管制定了联邦政策以促进通识教育的机会，但我们的教育机构的实践使我们的隔离持续下去。必须创建新的假设，以促进学习障碍学生的访问和平等。真正的包括学习障碍的学生完全包括在通识教育课堂中，可以帮助加强新的假设。
IntroductionEveryday millions of students in the United States receive special education services. Special education is an institution shaped by societal norms. Inherent in these norms are implicit assumptions regarding disability and the nature of special education services. The two dominant implicit assumptions evident in the American educational system are the view that disability is deviant and should be eradicated and the assumption that all special services should be delivered in a separate environment.Methods A review of literature was conducted to reveal trends in special education. In particular, inclusive practices, Response to Intervention (RTI), and student achievement were examined.Conclusion This paper argues that while federal policy was created in an effort to promote access to general education, the practices of our educational institutions perpetuate isolation. New assumptions must be created to promote access and equality for students with learning disabilities. True inclusion, where students with learning disabilities are fully included in the general education classroom, can help to reinforce new assumptions.
影响因子：
3
作者：
Shifrer D;Muller C;Callahan R
通讯作者：
Callahan R