Inclusive Education in USA
Playing hopscotch in inclusive education reform: examining promises and limitations of policy and practice in the US
Abstract
In this article, we provide commentary on the ‘state of play’ of inclusive education in the United States. We focus on the promises and limitations of inter‐related accountability‐ and market‐driven policies and Response to Intervention (RTI) (Vaughn and Fuchs, 2003). We argue that these policies and practice have ‘hopscotched’ their way through inclusive education reform, hopping over core tenets of the inclusive education movement. We propose policies and practices that have a strong commitment to inclusive education and that aim at debunking the myth of the normal child and school.
Citing Literature
Number of times cited: 3
- David Armstrong, Wicked problems in special and inclusive education, Journal of Research in Special Educational Needs, 17, 4, (229-236), (2017).
- Kathleen A. K. Thorius, Stimulating tensions in special education teachers' figured world: an approach toward inclusive education, International Journal of Inclusive Education, 20, 12, (1326), (2016).
- Jessica K. Bacon, The impact of neoliberal school choice reforms on students with disabilities: perspectives from New York City, Disability & Society, 10.1080/09687599.2018.1509768, (1-22), (2018).
