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Rationale for and Research on Inclusive Education

Authors:

  • National Center on Inclusive Education, Institute on Disability at the University of New Hampshire

Inclusive education is characterized by presumed competence, authentic membership, full participation, reciprocal social relationships, and learning to high standards by all students with disabilities in age-appropriate general education classrooms, with supports provided to students and teachers to enable them to be successful. This document summarizes seminal policy statements, research, and other sources that demonstrate the positive outcomes of inclusive education for students with autism and other developmental disabilities. Readers are encouraged to consult the original citations for descriptions of the methodologies used in the research studies. The list is representative not exhaustive. It will be updated quarterly.

The report can be found here.

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