A Look Back: The ongoing special education debate in Kappan. (March 2022)

• Record Type: Journal Article
• Authors: Preston, Teresa
• Is Part Of: Phi Delta Kappan. Volume 103:Number 6(2022)
• Page Start: 5
• Page End: 7
• Publication Date: 2022-03
• Subjects: Education of Handicapped Children Act -- Individuals with Disabilities Education Act -- IDEA -- disabilities -- special education -- mainstreaming -- inclusion; Education -- United States -- Periodicals; Greek letter societies -- Periodicals; Onderwijs; Éducation -- Périodiques; Associations désignées par des lettres grecques -- Périodiques; Éducation; Enseignement; Pédagogie; Politique éducative; Recherche en éducation; Réforme du système éducatif; Services aux élèves; Système éducatif; États-Unis; Étude comparée (Descripteur de forme); Périodique électronique (Descripteur de forme); Ressource Internet (Descripteur de forme); 371.0097305
• DOI: 10.1177/00317217221082789
• Languages: English
• ISSNs: 0031-7217

Abstract

The conversation about how schools can best serve children with disabilities stretches back for decades, long before the passage of IDEA. Teresa Preston traces how Kappan authors deliberated over where and how students should receive special education services. Although authors have generally supported educating students with disabilities alongside their nondisabled peers, many have expressed skepticism about the benefits of full inclusion for every child. Others have noted that many of the strategies employed in special education might also benefit all students and suggested that special education expand its reach .