What does it mean to educate all children equitably?

What would schools and classrooms look like if they truly mirrored our democratic ideals? In this issue of the Occasional Papers five authors explore current and historical questions related to the inclusion of children with disabilities in our public schools.
The history of educating children with disabilities—an ongoing civil rights issue—has progressed over the decades from exclusion, to segregation, to access, towards a vision of inclusion that is yet to be universally realized.
Too often in our currently polarized educational climate, the debate on inclusion is reduced to questions of funding, improving students’ performance on standardized tests, or simply does not occur at all (very little has been written, for example, on the implications of value added assessments for teachers in co-taught classrooms).
Inclusion, however, is an ethic not a place, service or “outcome.” The contributors to this volume explore the meaning of inclusion from a range of more nuanced perspectives. They tackle themes related to historical progress, access and collaboration, taking a close look in particular at the complex and changing relationship of general and special educators. They offer exemplary models, surface critical questions and identify enduring challenges.
We invite you to read their essays and join the conversation.
Eve Andrias & Valentine Burr Guest Editors Read Occasional Papers Online

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