In my first Intro to Special Ed class, we watched a VCR tape about a student with Down Syndrome who was forced into full inclusion. He was lonely, isolated, and didn't understand what was happening around him - except that he was not happy at school. 
(I don't recall the name of it, but I'll try to find it.)

Full inclusion does not meet the needs of all students. They need the continuum of available placements. 

Kathy B. Ewoldt, Ph.D.

Assistant Professor, Special Education

 

The University of Texas at San Antonio

Department of Interdisciplinary Learning & Teaching

1 UTSA Circle

San Antonio, TX 78249

Office: MB 2.240

Cell: 702-900-8864

ORCID: 0000-0002-4832-5379

Book an appointment:  https://calendly.com/kathy-ewoldt/meet-with-dr-ewoldt

Frontcover image of the book Service Animals in Schools: Legal, Administrative, Educational, & Strategic Handling Aspects
From: Burke, Mack <Mack_Burke@baylor.edu>
Sent: Thursday, April 18, 2024 11:22
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Subject: [EXTERNAL] [Project.diverse] Inclusive Education in Portugal
 
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Dr. Lopez from University of Minho in Portugal shared this one he just published- so thought to send along- in this case- Portugal terminated special education and replaced it with Full Inclusion- Over the last 40 or so years they have moved from enacting special education to partial inclusion to “full” inclusion- “all mean all”, “all the time,” for “all disability groups” phasing out most of the special education services or reallocating them- and  so many of us are following the developments to see how it turns out- as that is the move here in the US as well- it is not the inclusion part- it is the “Full” part that has so many people worried- we are in an age of extremes, even in special education. MDB

 

Mack D. Burke, Ph.D.

Department of Educational Psychology

Applied Behavior Analysis and Special Education Programs

Behavioral Education & Assessment Research (BEAR Lab)

School of Education, Baylor University