Document Type
Book Chapter
Publication Title
Handbook of Research on Challenging Deficit Thinking for Exceptional Education Improvement
Abstract
Bolstered by the reauthorization of the Individuals with Disabilities Education Act (IDEA), inclusion became part of the education vernacular. This chapter provides a review of key highlights in the history of inclusive education. The impact of deficit thinking and role of social justice are emphasized as undercurrents driving legislative changes. The authors propose systems thinking as a method to identify actionable items for advancing inclusive education. An overview of promising inclusive frameworks, specifically Universal Design for Learning and social-emotional learning, are described and recommended for embedding inclusive practices into daily practice within the education system.
First Page
101
Last Page
126
DOI
Https://doi.org/10.4018/978-1-7998-8860-4.ch005
Recommended Citation
Cartagena, S., Pike, L. (2022). Defying deficit thinking: Clearing the path to inclusion for students of all abilities. In R. D. Williams (Eds.), Handbook of Research on Challenging Deficit Thinking for Exceptional Education Improvement, 101-126. IGI Global.
ISSN
9781799888604
Comments
Published in: In R. D. Williams (Eds.), Handbook of Research on Challenging Deficit Thinking for Exceptional Education Improvement, 101-126. IGI Global