Full Inclusion and the REI: A Reply to Thousand and Villa

摘要: Full Inclusion and the REI: A Reply to Thousand Villa We thank Jacqueline Richard for their thoughtful reply, which continues dialogue we invited in our article (Jenkins, Pious, & Jewell, 1990). The differences way that "read" regular education initiative (REI) confirm fact there is a legitimate diversity of viewpoints under REI umbrella; these also suspicion need further discussion. remind was an attempt test one interpretation literature, not propound or advocate specific procedures. Based on own experience classrooms into students with disabilities have been mainstreamed, agree teacher tasks extrapolated from literature are indeed Herculean it unreasonable expect all teachers assume them. Since preparing article, continued work mainstream classrooms, examining "REI-like" programs, observing trying help implement education-based treatments disabilities. easy. Further, almost as much heterogeneity among students. Some can manage responsibilities identified apparent ease even some gusto. Many other neither nor want take responsibilities, arguing justification "normal" classroom poses challenges too daunting. This will likely remain public school system. Thus we, like Villa, do think would be realistic discussed article. How, then, teachers' needs reconciled legal mandate educate least restrictive environment? Perhaps and, us, moderate philosophy (a) mild starts general setting; (b) specialists together develop treatment programs (c) if satisfactory child outcomes still observed, then interventions conducted outside may tested evaluated against student outcomes. Even this view clearly departure standard practice because, many schools, disability automatically results separate education. critical element preceding sequence team approach--people working classroom's diversity. There no doubt teams model choice examples provided by represent useful models cooperation should considered studied. (Leicester, O'Connor, Jenkins) currently developing testing another model, nonhierarchical enables problem-solving process; spirit inquiry prevailing ethos. Our intent create framework participate equally analyzing student's learning problem, existing instructional environment, proposing modifications. After reaching agreement problem solution, either specialist both it, but validity solution determined its measured effect performance--the original indicator. summary issue whoever involved educating attempts solve problems related development achievement, people empowered so. …