But We Already Do Inclusion, Don't We?

Autor/inn/en	Causton-Theoharis, Julie; Theoharis, George; Ashby, Christine
Titel	But We Already Do Inclusion, Don't We?
Quelle	In: School Administrator, 65 (2008) 8, S.30-31 (2 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6439
Schlagwörter	General Education; Inclusive Schools; Mainstreaming; Regular and Special Education Relationship; Access to Education; Board of Education Policy; School Districts; Public Schools + Suchen Sie Ihr Suchwort? Allgemein bildendes Schulwesen; Allgemeinbildung; Inclusive school; Integrative Schule; Education; Access; Bildung; Zugang; Bildungszugang; School district; Schulbezirk; Public school; Öffentliche Schule
Abstract	Many administrators and teachers believe they already are doing inclusion. However, if one will look closely at the national statistics from the U.S. Department of Education, more than one million students are denied access to the general education curriculum and instruction, and many more have access in name only. In this article, the authors suggest that school leaders should examine current practices in their own district to gauge how inclusive the schools actually are. The authors present a list of indicators which will help administrators critically reflect on prevailing practices. They hope these statements provide a vehicle for discussion with administrators, teachers and staff. (ERIC).
Anmerkungen	American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10