Electronic Journal for Inclusive Education
Abstract
An increasing amount of pressure is being put on school boards to integrate students with physical, mental, and learning disabilities into regular classrooms, and thus teachers, principals, and those within the educational hierarchy are facing a dilemma to which there seem to be no easy answers. The primary concern confronting these educators is which students should be placed within the regular classroom and which students should be placed in segregated settings - whether in segregated schools or in segregated classes within a regular school. Even within the field of Special Education, there is a wide range of ideologies as to whether integration or segregation serves the best interests of the student.
Repository Citation
Kunc, N.
(2000).
Integration: Being Realistic Isn't Realistic,
Electronic Journal for Inclusive Education, 1
(3).
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Disability and Equity in Education Commons, Special Education Administration Commons, Special Education and Teaching Commons
