EACH BELONGS: A RATIONALE FOR FULL INCLUSION
Abstract
The issue of special vs. regular education, which has dominated the field of mental retardation for more than thirty years, is no longer an issue. Children with mental disabilities can and should be fully included in regular classrooms and schools. Educators are now focusing their attention on implementation: developing, testing, and refining their knowledge about how to facilitate the full integration of students with disabilities in the most effective and responsible manner. This paper presents a rationale for full integration, exploring a range of perspectives - historical, human, ethical, legal, developmental, social, and educational. The benefits to children with disabilities, to their nondisabled peers, and to society are discussed. RÉSUMÉ La question de l'éducation de l'enfance en difficulté par rapport à l'enseignement normal qui domine le secteur de l'arriération mentale depuis plus de trente ans, ne constitue plus un problème. Les enfants atteints de difficulté mentale peuvent et doivent être entièrement intégrés dans les classes et les écoles du courant dominant. Les éducateurs se penchent aujourd'hui sur la façon d'étoffer, de mettre à l'essai et de peaufiner leurs connaissances sur la façon de faciliter l'intégration des élèves en difficulté de la manière la plus efficace et la plus responsable possible. Les auteurs de cet article établissent le bienfondé de l'intégration complète, en analysant tout un éventail de perspectives-historiques, humaines, éthiques ,juridiques, développementales, sociales et éducatives. Ils analysent les avantages qui en découlent pour les enfants en difficulté, pour leurs camarades sans handicap et pour la société en général.Downloads
Published
1992-09-01
How to Cite
Lusthaus, E., Gazith, K., & Lusthaus, C. (1992). EACH BELONGS: A RATIONALE FOR FULL INCLUSION. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 27(003). Retrieved from https://mje.mcgill.ca/article/view/8057
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