Special Education: An Integral Part of Small Schools in High Schools

Abstract

In this article, the authors discuss the small learning community or small high schools literature and the issues surrounding the dismantling of large high schools. Next, the authors describe inclusive education and its apparent relationship to the creation of small learning communities. The authors bridge the gap between the intent of small learning communities and secondary inclusive education. Then, the authors delineate the possible benefits of explicitly linking special education (i.e., secondary inclusive education) and small learning communities. Finally, several research implications of making a link between inclusive education and small learning communities are discussed.

What Does It Take to Become a High-Performing Special Education Planning District?

“…The current move toward small high schools, popularized as smaller learning communities, has also been argued to be beneficial for students with disabilities (Dukes & Lamar-Dukes, 2006). The small school concept is conducive to inclusive education and has the potential to create a stronger sense of belonging.…”

Inclusion by Design

“…There is no single method by which to practice inclusive education, but the underlying belief that all professionals are responsible to promote the academic and social development of all students is key (Dukes & Lamar-Dukes, 2006). Inclusive philosophy is not intended to be used as a guiding principle for curriculum selection or instructional methods, but instead to provide a frame for some of the basic notions about the who (students receiving services) and the where (location where students receive services) of inclusive education.…”

Making sense of policy development of inclusive education for children with disabilities in China

“…Narrowly, inclusive education originates from the field of special needs education (Armstrong et al, 2010; UNESCO, 2014). It means “all students being educated where they would be educated if they did not have a disability with necessary supports provided to students, educators, and families so that all can be successful” (Dukes & Lamar-Dukes, 2006, 4). It promotes accessible mainstream education for disabled children with meaningful participation in learning, celebrating learner diversity, and ensuring educational equity (Booth & Ainscow, 2011; Hornby, 2015).…”