Inclusive education’s promises and trajectories: Critical notes about future research on a venerable idea
dc.contributor.author | Artiles, Alfredo J. | |
dc.contributor.author | Kozleski, Elizabeth B. | |
dc.date.accessioned | 2017-11-10T18:14:05Z | |
dc.date.available | 2017-11-10T18:14:05Z | |
dc.date.issued | 2016 | |
dc.identifier.citation | Artiles, A. J. & Kozleski, E. B. (2016). Inclusion’s promises and trajectories: Critical notes about future research on a venerable idea. Education Policy Analysis Annuals, 24 (3), DOI: http://dx.doi.org/10.14507/epaa.24.1919. | en_US |
dc.identifier.uri | http://hdl.handle.net/1808/25323 | |
dc.description.abstract | The purpose of this article is to offer critical notes on inclusive education research in the U.S. We discuss issues germane to conceptual clarity and the ways in which inclusive education interacts with reforms that share equity goals, noting disruptions and unintended consequences that arise at the nexus of these reforms. In addition, we identify enduring challenges and paradoxes in this research literature. These include sampling issues, an emphasis on where students are placed as a proxy for inclusive education vis-à-vis inclusive education as the transformation of educational systems, the ways in which outcome measures have been examined in this research, and the need for and challenges of building strategic alliances that could advance an inclusive education agenda. We conclude with reflections and suggestions for a future research program that include sharpening inclusion’s identity, attending to the fluid nature of ability differences and students’ multiple identities, broadening the unit of analysis to systems of activities, and documenting processes and outcomes. | en_US |
dc.publisher | Arizona State University, Mary Lou Fulton Teachers College | en_US |
dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. Readers are free to copy, display, and distribute articles that appear in Education Policy Analysis Archives (EPAA/AAPE), as long as the work is attributed to the author(s) and EPAA/AAPE, it is distributed for non-commercial purposes only, and no alteration or transformation is made in the work. All other uses must be approved by the author(s) or EPAA/AAPE. By submitting a manuscript, authors agree to transfer without charge the following rights to EPAA/AAPE upon acceptance of the manuscript: first worldwide serial publication rights and the right for EPAA/AAPE to grant permissions as its editors judge appropriate for the redistribution of the article, its abstract, and metadata associated with the article in professional indexing and reference services. Any revenues from such redistribution are used solely to support the continued publication and distribution of articles. | en_US |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/deed.en_US | en_US |
dc.subject | Inclusive education | en_US |
dc.subject | Educational equity | en_US |
dc.subject | Disability | en_US |
dc.subject | Difference | en_US |
dc.title | Inclusive education’s promises and trajectories: Critical notes about future research on a venerable idea | en_US |
dc.type | Article | en_US |
kusw.kuauthor | Kozleski, Elizabeth B. | |
kusw.kudepartment | Special Education | en_US |
dc.identifier.doi | 10.14507/epaa.24.1919 | en_US |
kusw.oaversion | Scholarly/refereed, publisher version | en_US |
kusw.oapolicy | This item meets KU Open Access policy criteria. | en_US |
dc.rights.accessrights | openAccess |
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Except where otherwise noted, this item's license is described as: This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. Readers are free to copy, display, and distribute articles that appear in Education Policy Analysis Archives (EPAA/AAPE), as long as the work is attributed to the author(s) and EPAA/AAPE, it is distributed for non-commercial purposes only, and no alteration or transformation is made in the work. All other uses must be approved by the author(s) or EPAA/AAPE. By submitting a manuscript, authors agree to transfer without charge the following rights to EPAA/AAPE upon acceptance of the manuscript: first worldwide serial publication rights and the right for EPAA/AAPE to grant permissions as its editors judge appropriate for the redistribution of the article, its abstract, and metadata associated with the article in professional indexing and reference services. Any revenues from such redistribution are used solely to support the continued publication and distribution of articles.