February 22, 1995

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Vol. 14, Issue 22
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A blind student in the District of Columbia strives to learn physics in a regular classroom. A state policymaker in Illinois grapples with how to pay for special-education teachers' aides. And a 1st-grade teacher in Ohio worries about the impact that one disruptive student is having on the entire class.
In the world of education, theoretical approaches frequently gain favor, sometimes as overreactions to approaches no longer held in esteem.
In the world of education, theoretical approaches frequently gain favor, sometimes as overreactions to approaches no longer held in esteem.
To comprehend the intensity and persistence of the inclusion controversy of the 1990's and to ultimately get beyond it, we must appreciate the depth of the tradition of exclusion in our public schools, exclusion that was considered legitimate until the middle of this century.
Johnny arrived in my 1st-grade classroom in November 1994. He came from another school within our district because he had recently been assigned to new foster parents and had had problems at his former school. At that school, he was in a Title I classroom with 13 students. My classroom was a regular 1st-grade classroom with 34 students.
Although I am blind, I spend my days in a regular classroom. For me, learning in a mainstream classroom has been a challenge.
Some years ago, the mother of a deaf child testified before a Congressional committee about the mainstreaming mandate of the Individuals with Disabilities Education Act.
For history teachers, the release of the national-standards documents in world and American history is a "good news-bad news" situation. The good news is that the committees finally have completed their work, after almost three years of collaboration between university historians and precollegiate teachers, and history teachers have documents that rival the standards in other disciplines.
Several years ago, Harold Hodgkinson, the eminent education demographer, listed in a magazine article the states with the highest dropout rates. Louisiana, where we live and teach, was shown to have a dropout rate of 39.9 percent, the second-highest rate in the country.
FOUNDATION SUPPORT: Coverage of specific topics in Education Week is supported in part by grants from the Eli and Edythe Broad Foundation, the Bill & Melinda Gates Foundation, the CME Group Foundation, the Carnegie Corporation of New York, the Jack Kent Cooke Foundation, the Joyce Foundation, the NoVo Foundation, the Noyce Foundation, the Raikes Foundation, the Wallace Foundation, and the Walton Family Foundation. The newspaper retains sole editorial control over the content of the articles that are underwritten by the foundations. Additional grants in support of Editorial Projects in Education’s data journalism and video capacity come from the Leona M. and Harry B. Helmsley Charitable Trust and the Schott Foundation for Public Education. (Updated 1/1/2017)

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