The SAGE Handbook of Inclusion and Diversity in Education examines policy and practice from around the world, with respect to broadly conceived notions of inclusion and diversity within education. This growing and significant area of research reflects the ever-increasing expectation that not only should schools accept all students, but that they should be able to provide each student with a high-quality educational and social experience. This Handbook sets out to provide a critical and comprehensive overview of current thinking and debate around aspects such as inclusive education rights, philosophy, context, policy, systems, and practices for a global audience. This an ideal text for students, academics and researchers in the field of education, as well as those involved in policy-making, or those teaching in classrooms today. Part I: Conceptualizations and Possibilities of Inclusion and Diversity in Education; Part II: Inclusion and Diversity in Educational Practices, Policies, and Systems; and Part III: Inclusion and Diversity in Global and Local Educational Contexts.
Chapter 22: Including Students with Severe Disabilities in General Education and the Potential of Universal Design for Learning for All Children
Including Students with Severe Disabilities in General Education and the Potential of Universal Design for Learning for All Children
Many children experience excitement similar to Abby's as the first day of school approaches (see box 22.1). In the United States of America, Abby and other children with disabilities have been guaranteed the right to an education since 1975, when the Education for All Handicapped Children Act (EAHCA) became law. Before the passage of this law, many states had laws preventing children with disabilities from attending public schools and children with disabilities ...