Chapter 21: A Case Study on K–12 Inclusive Pedagogy

Since the passage of the Education for All Handicapped Children Act in 1975—with its guarantee of access to education—there has been a debate about where to provide the necessary services for students with disabilities (Zettel & Ballard, 1979). On one side of the debate is the argument that it is better to provide specially designed instruction and related services in a more isolated environment where students with disabilities can get more individualized instruction without fear of stigma. On the other side of the debate is the argument that it is better to include as many students with disabilities as possible in general education classrooms. The current iteration of that federal legislation, the Individuals with Disabilities Education Improvement Act of 2004 (U.S. Department of Education, n.d.-a), mandates the inclusion of children with disabilities in general education to the greatest extent possible. This legislation seems to come down on the side of inclusion.