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Case Studies in Inclusion

What Works, What Doesn't

University of Central Florida, abrice{at}pegasus.cc. ucf.edu

Robert J. Miller

Mankato State University

Over the last decade, the nature of special education services has become more inclusive. Four tenets are at the core of this inclusion movement: (a) the inclusive classroom setting is an integrated setting in which all children learn together, (b) the inclusive classroom setting does not unduly label or identify students as special needs learners, (c) the inclusive classroom maximizes educational benefit, and (d) the inclusive classroom minimizes the need for a separate curriculum. This article presents two real-life case studies that illustrate how inclusion can be successfully or unsuccessfully implemented. Case Study 1 demonstrates the appropriate use of inclusion and teaching strategies to maximize learning. Case Study 2 is an example of how inclusion was purported to be implemented in an elementary school setting when, in fact, it represented a most restrictive educational environment. Informal and formal teaching strategies are presented, along with specific recommendations on making classrooms inclusive.

Communication Disorders Quarterly, Vol. 21, No. 4, 237-241 (2000)
DOI: 10.1177/152574010002100405


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