Case Studies on Inclusion

Abstract

Zigmond and Baker's observations of inclusion programs for students with learning disabilities confirm my worst fears: that these programs would offer less individualized instruction to children; that they would suffer from some of the same problems of organization, planning, and coordination that affect current pull-out programs; that related services would not be more frequently offered than they are at present; and that, most especially, the value of the programs would be determined primarily by teacher and administrator “feelings” combined with, in some instances, parent “feelings,” rather than by objective “outcome” measures. Using examples drawn from the case descriptions, I raise questions about the practice and the validity of inclusion as described and concerns about its widespread adoption without supportive outcome data.