The Meaning and Practice of Inclusion for Students with Learning Disabilities: Themes and Implications from the Five Cases.

Baker, Janice M.; Zigmond, Naomi

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Peer reviewed

ERIC Number: EJ509951

Record Type: CIJE

Publication Date: 1995

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-4669

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The Meaning and Practice of Inclusion for Students with Learning Disabilities: Themes and Implications from the Five Cases.

Baker, Janice M.; Zigmond, Naomi

Journal of Special Education, v29 n2 p163-80 Sum 1995

This paper examines overall themes arising from five case studies of elementary schools implementing inclusive models for students with learning disabilities and draws implications for policy and teacher preparation. Themes concern model variations, the role of the special education teacher, and evidence that students with learning disabilities are, in fact, receiving a special education. (DB)

Descriptors: Educational Policy, Elementary Education, Inclusive Schools, Learning Disabilities, Mainstreaming, Regular and Special Education Relationship, Special Education, Special Education Teachers, Teacher Education, Teacher Role, Teaching Models

Publication Type: Journal Articles; Opinion Papers

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A

Note: For related articles, see EC 611 830-EC 611 844.