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Playing hopscotch in inclusive education reform: examining promises and limitations of policy and practice in the US
Author(s) -
Waitoller Federico R.,
Thorius Kathleen King
Publication year - 2015
Publication title -
support for learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.25
H-Index - 30
eISSN - 1467-9604
pISSN - 0268-2141
DOI - 10.1111/1467-9604.12076
Subject(s) - accountability , state (computer science) , no child left behind , intervention (counseling) , inclusion (mineral) , political science , public administration , sociology , public relations , pedagogy , psychology , social science , law , computer science , algorithm , psychiatry
In this article, we provide commentary on the ‘state of play’ of inclusive education in the U nited S tates. We focus on the promises and limitations of inter‐related accountability‐ and market‐driven policies and R esponse to Intervention ( RTI ) ( V aughn and F uchs, 2003). We argue that these policies and practice have ‘hopscotched’ their way through inclusive education reform, hopping over core tenets of the inclusive education movement. We propose policies and practices that have a strong commitment to inclusive education and that aim at debunking the myth of the normal child and school.