Inclusive Schools Movement and the Radicalization of Special Education Reform

Abstract

This article examines the inclusive schools movement and compares it to that of the REI. After contrasting the movements' respective advocates, goals, tactics, and understanding of and links to general education, we argue that the field's rhetoric has become increasingly strident and its perspective increasingly insular and disassociated from general education's concerns. We offer a pessimistic prediction about the current movement's success in forging a productive alliance with general education.