A Secondary School's Experience [electronic resource] : Is It Inclusion, or Is It School Reform? / Marcia C. Arceneaux.
This paper questions whether genuine adoption of the inclusive education philosophy can occur within a school setting before it has been tested by the involvement of the whole school in school reform. It sees inclusion as one component of overall school restructuring. Experiences at three schools ar...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1994.
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MARC
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| 099 | |f ERIC DOC # |a ED381960 | ||
| 100 | 1 | |a Arceneaux, Marcia C. | |
| 245 | 1 | 2 | |a A Secondary School's Experience |h [electronic resource] : |b Is It Inclusion, or Is It School Reform? / |c Marcia C. Arceneaux. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1994. | ||
| 300 | |a 32 p. | ||
| 500 | |a ERIC Document Number: ED381960. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Conference of the Association for Persons with Severe Handicaps (Atlanta, GA, December 7-10, 1994). |5 ericd. | ||
| 520 | |a This paper questions whether genuine adoption of the inclusive education philosophy can occur within a school setting before it has been tested by the involvement of the whole school in school reform. It sees inclusion as one component of overall school restructuring. Experiences at three schools are compared. At the first school inclusive programming worked well when teachers "agreed" to work together but faltered when more students and teachers were incorporated, due to a general view of inclusion as strictly a "special education reform." The second school participated in the "accelerated schools" model of general education school reform and the third school participated in the "effective schools" model of school reform. In both these initiatives, school reform was seen as benefiting all, with inclusion embedded within the overall process. The infrastructure provided a vehicle in which inclusion of all students could systematically occur. An outline is offered as a means to organize inclusion efforts, focusing on: (1) the goal--full inclusion; (2) the principle--the value of diversity; and (3) objectives (organized around activities in the areas of leadership, simplicity, and patience). (Contains 12 references.) (DB) | ||
| 650 | 1 | 7 | |a Change Strategies. |2 ericd. |
| 650 | 1 | 7 | |a Disabilities. |2 ericd. |
| 650 | 1 | 7 | |a Educational Change. |2 ericd. |
| 650 | 0 | 7 | |a Educational Philosophy. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd. |
| 650 | 1 | 7 | |a Inclusive Schools. |2 ericd. |
| 650 | 0 | 7 | |a Mainstreaming. |2 ericd. |
| 650 | 0 | 7 | |a Models. |2 ericd. |
| 650 | 0 | 7 | |a School Restructuring. |2 ericd. |
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