Finally, the question is posed: has inclusion gone too far? Do we know? Can we know? The question posed in this important piece by Allison Gilmour, published in Education Next is: Has Inclusion Gone Too Far?
At last, maybe we’re getting somewhere–that is, maybe we will start to focus on ALL students and ALL teachers in our schools when we set up inclusion/mainstreaming efforts for students with disabilities. We need to know how this movement works–for all students, including students with disabilities and all students who are their peers in schools; as well as, how it affects teaching and teachers.
In short, as this piece points out, we need research about how the inclusion movement affects everyone at school. Everyone.
I’ve been concerned about and written about this issue many, many times–viewing inclusion from the lens of all students and teachers, and seeking supporting evidence. Check out my book, Special Education 2.0 and that Wall Street Journal op-ed, “Mainstreaming.”
This important article is what we need much more of–objective research focused on teaching and learning for all students–before we continue down the path that our government pushes, even as it lacks the necessary supporting evidence for it.
Thank you, Allison Gilmour, for pursuing this vital need and the Fordham Institute for publishing this piece. Let’s think and read and work together for the benefit of all students and teachers.