What Are Inclusive Schools That Welcome Everyone?

The preceding stories are part of a phenomenon called inclusion. Like many words in our language, inclusion has come to mean different things, to conjure up a variety of images. In this small book, we will use a very simple definition of inclusive education, and one that we can all hopefully agree upon. We will use the "definition" that has been a part of the law of our country for the past twenty years.

That to the maximum extent appropriate, children with disabilities.... are educated with children who are nondisabled, and that special classes, separate schooling, or other removal of children with disabilities from the regular education environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. (Individuals with Disabilities Education Act, 34 C.F.R. Sec. 300.550).

Inclusive education is founded on this principle; it is a very simple idea, contained from the beginning in PL 94-142, The Education for All Handicapped Children Act, and re-stated in every re-authorization of that law since its initial passage. Children are to be educated with their peers without disabilities, unless of course, their needs cannot be met in the regular classroom, even with appropriate modifications. It would be difficult to disagree with this concept in principle; however, in practice, we have often acted as if the opposite were true, especially for students with more significant disabilities. We have assumed that they would be best educated in self-contained classrooms and separate schools, and only if they first proved to us that they could function in less restrictive settings (or if their families argued long and hard enough) did we agree to consider placement in regular classes. One elementary school teacher has expressed it this way:

Students with disabilities are really headed for the same destination as all other students, that is, to learn as much as they can so that they can live independently, build life long relationships and hold down a job. But for some reason we always make students with disabilities take the "detour", even when it is not necessary. Inclusion is everyone traveling down the same road.

A United States district judge, in ruling that an eight-year-old child with Down syndrome should be educated in a regular elementary classroom, stated it even more bluntly: "Inclusion is a right, not a privilege for a select few."

Sometimes other paths are necessary. Sometimes, students have specialized needs that do require alternate placements. Yet the primary focus of an alternate placement should always be to teach the student the skills necessary to become a fully participating member of his community and his peer group.


Perhaps a parent of a child with a disability has expressed it best:

"One thing is indisputable, all of our children with special needs are going to grow up and will have to deal with the world as a whole. School is the only chance that we have to prepare them for that environment. If we don't give the kids a chance to fit in with their peers as children, they won't have a chance to fit in as adults. All of us deserve to be astonished by the tolerance and accomplishments of all our children."

This book is about making our schools more inclusive, making them a more welcoming place for all children. It is a book written by and for parents, teachers, and school administrators. It is a book about what is possible, if we have the will to make it so. As another parent simply and eloquently put it in describing her child's inclusive pre-school experience:

"My child will never be "normal"; however, with what inclusion has done for him, he will have a greater chance to live a functional life in our society. (This opportunity) has validated my little one's life."

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