The Telos of Special Education: A Tripartite Approach

Anastasiou, Dimitris; Burke, Mack D.; Wiley, Andrew L.; Kauffman, James M.

doi:10.1080/09362835.2024.2301819

Cited by 5 publications

(1 citation statement)

References 65 publications

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“…This eventually led to the full inclusion movement (Fuchs and Fuchs 1994). This movement, supporting the inclusion of all children with special educational needs or disabilities, has now become a controversial issue worldwide (Ahrbeck et al 2018;Anastasiou et al 2018Anastasiou et al , 2024Gordon-Gould and Hornby 2023;Hornby and Kauffman 2023;Kauffman et al 2022aKauffman et al , 2023aKauffman et al , 2023b.…”

Section: Introductionmentioning

confidence: 99%

Inclusive Education, Intellectual Disabilities and the Demise of Full Inclusion

Hornby,

Kauffman

2024

J. Intell.

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Inclusive education has developed worldwide popularity in education for learners with various disabilities but is particularly controversial for students with intellectual disabilities because of their unique needs. The foremost of these are the development of the social, vocational and life skills needed to facilitate their transition to adulthood. This article presents a discussion that focuses on theory, practice and research relevant to inclusive education for students with intellectual disabilities. It points out that the movement for full inclusion started by focusing on students with intellectual disabilities and has encountered roadblocks to further progress because of its difficulties in addressing their special needs. This is explored by considering the theory underpinning the international drivers of the full inclusion movement, the reality of the implementation of inclusion policies worldwide, and research on the effects of inclusion of students with intellectual disabilities in mainstream schools.

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