This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Vaughn, S. Articles by Schumm, J. S. Search for Related Content PubMed PubMed Citation Articles by Vaughn, S. Articles by Schumm, J. S. Social Bookmarking                         What's this?

Responsible Inclusion for Students with Learning Disabilities

Sharon Vaughn received her PhD from the University of Arizona. She is presently a professor in the Department of Teaching and Learning and the Department of Psychology, University of Miami. Her primary research interests are the social functioning of youngsters with learning disabilities and teachers' adaptations for these students. Her primary interest has been in developing feasible instructional procedures for general education teachers that are effective in meeting the needs of students with learning and behavior disorders in the general education classroom. Address: Sharon Vaughn, Department of Teaching and Learning, University of Miami, 5202 University Dr., Coral Gables, FL 33146.

Jeanne Shay Schumm, PhD

Jeanne Shay Schumm is an associate professor in the Department of Teaching and Learning at the University of Miami. Her current research interests include grouping practices for reading instruction and reading instruction for students with mild disabilities taught in inclusive classrooms.

The purpose of this article is to contrast responsible with irresponsible inclusion practices for students with learning disabilities. Guidelines for responsible inclusion are that the student and family are considered first, teachers choose to participate in inclusion classrooms, adequate resources are provided for inclusion classrooms, models are developed and implemented at the school-based level, a continuum of services is maintained, the service delivery model is evaluated continuously, and ongoing professional development is provided.

Journal of Learning Disabilities, Vol. 28, No. 5, 264-270 (1995)
DOI: 10.1177/002221949502800502


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				D. Kamps, M. Abbott, C. Greenwood, H. Wills, M. Veerkamp, and J. Kaufman Effects of Small-Group Reading Instruction and Curriculum Differences for Students Most at Risk in Kindergarten: Two-Year Results for Secondary- and Tertiary-Level Interventions J Learn Disabil, April 1, 2008; 41(2): 101 - 114. [Abstract] [PDF]

				D. M. Kamps, H. P. Wills, C. R. Greenwood, S. Thorne, J. F. Lazo, J. L. Crockett, J. McGonigle Akers, and B. L. Swaggart Curriculum Influences on Growth in Early Reading Fluency for Students with Academic and Behavioral Risks: A Descriptive Study Journal of Emotional and Behavioral Disorders, January 1, 2003; 11(4): 211 - 224. [Abstract] [PDF]

				S. S. Zinkil and T. S. Gilbert Parents' View: What to Consider When Contemplating Inclusion Intervention in School and Clinic, March 1, 2000; 35(4): 224 - 227. [Abstract] [PDF]

				J. M. Lederer Reciprocal Teaching of Social Studies in Inclusive Elementary Classrooms J Learn Disabil, January 1, 2000; 33(1): 91 - 106. [Abstract] [PDF]

				P. G. Mathes, D. Fuchs, P. H. Roberts, and L. S. Fuchs Preparing Students with Special Needs for Reintegration: Curriculum-Based Measurement's Impact on Transenvironmental Programming J Learn Disabil, November 1, 1998; 31(6): 615 - 624. [Abstract] [PDF]

				L. Idol Key Questions Related to Building Collaborative and Inclusive Schools J Learn Disabil, July 1, 1997; 30(4): 384 - 394. [Abstract] [PDF]

				P. L. Gunter and M. J. Coutinho Negative Reinforcement in Classrooms: What We're Beginning to Learn Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, July 1, 1997; 20(3): 249 - 264. [Abstract] [PDF]

				D. Marston A Comparison of Inclusion Only, Pull-Out Only, and Combined Service Models for Students with Mild Disabilities Journal of Special Education, January 1, 1996; 30(2): 121 - 132. [Abstract] [PDF]

				K. M. Minke, G. G. Bear, S. A. Deemer, and S. M. Griffin Teachers' Experiences with Inclusive Classrooms: Implications for Special Education Reform Journal of Special Education, January 1, 1996; 30(2): 152 - 186. [Abstract] [PDF]

				J. S. SCHUMM and S. VAUGHN Meaningful Professional Development in Accommodating Students with Disabilities Lessons Learned Remedial and Special Education, November 1, 1995; 16(6): 344 - 353. [Abstract] [PDF]