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An Open Letter to the Field: Contemplating Special Education's Collaborative Role in Developing Inclusive Education.

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Title: An Open Letter to the Field: Contemplating Special Education's Collaborative Role in Developing Inclusive Education.
Authors: Connor, David J. (AUTHOR), Danforth, Scot (AUTHOR), Gallagher, Deborah (AUTHOR)
Source: Exceptional Children. Apr2025, Vol. 91 Issue 3, p236-259. 24p.
Subjects: Disability rights movement, Inclusion (Disability rights), Special education, Teachers, Inclusive education, Education of children with disabilities
Abstract: The inclusion of students with disabilities with special education services into general education classes has been an integral part of education for over 3 decades. It is a worldwide movement that continues to grow. Yet, some Special Education researchers remain highly critical, even cynical, of inclusion, despite decades of research that have refined school and classroom-based practices so that the majority of students with disabilities, with few exceptions, can achieve inclusion. In this paper we emphasize the importance of maintaining an optimistic focus on inclusive education by (1) foregrounding the thinking of activists within the Disability Rights Movement and more recent disability collectives that undergird theories of disability justice and inclusion; (2) centering intersectional experiences of disability; (3) clarifying the intentions of inclusion and dispelling some lingering myths; and (4) describing ways that inclusive classrooms can best serve students with mild to complex and multiple support needs. We conclude with a request to our field to reflect upon and consider Special Education's evolving role in ongoing collaborative development of inclusive education. [ABSTRACT FROM AUTHOR]
Copyright of Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: An Open Letter to the Field: Contemplating Special Education's Collaborative Role in Developing Inclusive Education.
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  Data: <searchLink fieldCode="AR" term="%22Connor%2C+David+J%2E%22">Connor, David J.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Danforth%2C+Scot%22">Danforth, Scot</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Gallagher%2C+Deborah%22">Gallagher, Deborah</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Exceptional+Children%22">Exceptional Children</searchLink>. Apr2025, Vol. 91 Issue 3, p236-259. 24p.
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  Data: <searchLink fieldCode="DE" term="%22Disability+rights+movement%22">Disability rights movement</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion+%28Disability+rights%29%22">Inclusion (Disability rights)</searchLink><br /><searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusive+education%22">Inclusive education</searchLink><br /><searchLink fieldCode="DE" term="%22Education+of+children+with+disabilities%22">Education of children with disabilities</searchLink>
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  Data: The inclusion of students with disabilities with special education services into general education classes has been an integral part of education for over 3 decades. It is a worldwide movement that continues to grow. Yet, some Special Education researchers remain highly critical, even cynical, of inclusion, despite decades of research that have refined school and classroom-based practices so that the majority of students with disabilities, with few exceptions, can achieve inclusion. In this paper we emphasize the importance of maintaining an optimistic focus on inclusive education by (1) foregrounding the thinking of activists within the Disability Rights Movement and more recent disability collectives that undergird theories of disability justice and inclusion; (2) centering intersectional experiences of disability; (3) clarifying the intentions of inclusion and dispelling some lingering myths; and (4) describing ways that inclusive classrooms can best serve students with mild to complex and multiple support needs. We conclude with a request to our field to reflect upon and consider Special Education's evolving role in ongoing collaborative development of inclusive education. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1177/00144029241303051
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        Text: English
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      – SubjectFull: Disability rights movement
        Type: general
      – SubjectFull: Inclusion (Disability rights)
        Type: general
      – SubjectFull: Special education
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      – SubjectFull: Teachers
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      – SubjectFull: Inclusive education
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              Text: Apr2025
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