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Full Inclusion as Disclosing Tablet: Revealing the Flaws in our Present System

Written Material

Negative responses to planning and implementing full inclusion of children with disabilities reveal much about the quality and responsiveness of schools to all their students. Sapon-Shevin asserts that full inclusion of children with disabilities into regular classrooms can disclose areas that require further attention, e.g. curriculum, teaching methods, and resource allocation. In this article Sapon-Shevin addresses the myths that stand in the way of effective full inclusion, and concludes by stating the importance of making a commitment to educate all children to the best of their abilities and at the same time to teach them to be responsible, caring citizens. Keywords: Education, School age, Inclusion

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Author
Sapon-Shevin
Source
Theory into Practice, Vol.35, No. 1
Publisher
-
Publication Date
1 December 1996
Category
Professionals
Keywords
Education, Inclusion, School age
Origin
United States

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