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    Equity as a Basis for Inclusive Educational Systems Change

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    Issue Date
    2016-11-16
    Author
    Sailor, Wayne
    Publisher
    SAGE Publications
    Type
    Article
    Article Version
    Scholarly/refereed, author accepted manuscript
    Published Version
    https://www.cambridge.org/core/journals/australasian-journal-of-special-education/article/equity-as-a-basis-for-inclusive-educational-systems-change/898227FB6B27896F9808E409A4250A2F
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    Abstract
    Inclusion of students with “disabilities” in public systems of general education has been a global initiative since the Salamanca Statement and Framework for Action by the UN General Assembly in 1994. Despite global and national policy efforts the practice has been sporadic and elusive. Framing education as categorical, specialized service delivery to discrete populations makes inclusion an unsolvable problem. The advent of multi-tiered systems of support (MTSS) coupled with universal design for learning (UDL) practices delivered in whole-school rather than classroom-based formats poses a pathway out of the conundrum by framing public education as a system of equitable distribution of resources such as services and supports based on measured and monitored need on the part of all students. Potentially supportive research literature is reviewed.
    URI
    http://hdl.handle.net/1808/22641
    DOI
    https://doi.org/10.1017/jse.2016.12
    Collections
    • Special Education Scholarly Works [297]
    Citation
    Sailor, Wayne. "Equity as a Basis for Inclusive Educational Systems Change." Australasian Journal of Special Education (2016): 1-17.

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    Contact KU ScholarWorks
    785-864-8983
    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    Image Credits
     

     

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