SPECIAL EDUCATION POLICY & PRACTICE: A MODELED RESPONSE TO THE LITERATURE ON INCLUSION

Abstract

Special education policy from the 1990’s propelled the trend of inclusive schooling environments for students with disabilities in the twenty-first century. While many educational stakeholders have championed this movement, certain challenges and needs have been exposed through this sharp change in educational programming. Therefore, the term inclusion stands today as both a controversial topic and imprecise educational practice. Furthermore, full inclusion, which is a more recent educational trend, has presented additional concerns, difficulties, and uncertainties. To better understand the problem area of inclusion, this article will unveil particular literary findings that are associated with the implementation of the practice. In turn, the challenges and complications stemming from inclusion will be exposed, and a model will be offered that illuminates particular remedies for improving inclusive educational practice at the secondary school level.