Drawing Distinctions Between Coherent and Fragmented Efforts at Building Inclusive Schools

This discussion highlights the importance of making clear distinctions between the implementation of comprehensive and coherent inclusive practices and the inevitable problems or dilemmas that result from partial or fragmentary implementation. Practices that are seen in successful inclusive settings are discussed, as well as ideas concerning implications for future research and practice.

Written by
Linda Davern, The Sage Colleges, Education Dept., TroyMara Sapon-Shevin, Syracuse University
Michaela D' Aquanni, Syracuse University
Mary Fisher, Syracuse University
Mark Larson, Wayne State University
James Black, Nazareth College
Stacy Minondo, Syracuse University

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