For students with disabilities, including those with complex support needs, inclusion means more than just physical presence in a classroom—it means full participation and valued membership in their school community.
For almost three decades USDLA has been a key focal point for all aspects of distance learning.
This article briefly responds to the following question: Why aren’t more students with severe disabilities being placed in general education classrooms?
Reframing Organizations provides time-tested guidance for more effective organizational leadership.
Special Education for a New Century pays particularly close attention to how inclusive education practices can best be promoted in the era of standards-based accountability.
At the request of the Department of Elementary and Secondary Education Dr. Thomas Hehir and his associates prepared several reports on the status of special education in the Commonwealth using available data and resources.
These postsecondary transition films show effective transition practices captured on film, and each film also has a discussion guide to aid in classroom discourse.
This article reviews effective uses of teacher assistants in inclusive classrooms.
This book highlights the Boston Arts Academy, a school with an ethnically and socioeconomically diverse student body, where 94 percent of its graduates are accepted to college.