This isn’t a bad piece. I have framed more and more of my work around inclusion AND special education- or inclusive special education within the context of MTSS. It isn’t the inclusion part that is problematic- it is the “full” part- all the time, no exceptions (which includes things like “pull out” classrooms for direct instruction- “push in” is now what it is being replaced by…). I usually dislike most of the ivy leagues. You wouldn’t expect it unless been around for a while (I am getting old)- not all, but for the most part- people coming out of the ivy leagues seem to hate special education, are arrogant, ideological, and dislike evidence based practices…all my thorny biases to be sure 😊- this one is from Columbia from someone in deaf ed. At least there is acknowledgement now that there are people who want to dismantle special education as a discipline. How inclusion is expressed will likely be a major issue in disability over the next decade. MDB “Through the years, the historical perspectives of special education and inclusion shifted and changed. In the early years, much of the practice was focused on the welfare of the majority as seen in isolation or segregating individuals with disabilities from the society. Eventually as the civil rights movement rose with the philosophies of social justice, the focus also shifted to the welfare of the individuals with disabilities [9,29]. This shift in perspective aenacted how school placements were determined and eventually gave rise to the concept of the LRE. In essence, people perceived the concept of putting an individual with disability in the LRE as the humane thing to do and isolating or segregating them as unjust and inhumane. This is often the argument of those who advocate for full inclusion and the dismantling of special education as a discipline [13]”