Rights, Wrongs, and Remedies for Inclusive Education for Students with Significant Support Needs: Professional Development, Research, and Policy Reform

SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com

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Inclusion; Students with Disabilities; Severe Disabilities; Barriers; Student Rights; Civil Rights; Professional Development; Research; Information Dissemination; Policy Formation; Accountability; Student Placement; Evidence Based Practice; Program Implementation; Disabilities; Educational Legislation; Federal Legislation; Equal Education

10.1177/1540796919896097

1540-7969

The purpose of this article is to respond to the perspectives of Agran and colleagues concerning barriers to general education placement for students with significant support needs from an "on the ground" lens of participation in mediations and due process hearings, as well as conversations with parental inclusion advocates throughout the country. We focus on rights, wrongs, and remedies regarding three key issues: (a) strengthening professional development, (b) conducting and disseminating research on inclusive practices, and (c) reforming policy for stronger implementation and accountability. [For "Why Aren't Students with Severe Disabilities Being Placed in General Education Classrooms: Examining the Relations among Classroom Placement, Learner Outcomes, and Other Factors," by Agran et al., see EJ1246688.]

As Provided

2020

EJ1246697