HIGHLIGHTS
SUMMARY
A significant challenge in any endeavor, including the education of all children-and including those with disabilities-is using imagination to conceive how it could be improved. Either way, including various combinations of status quo and reform, the authors are required to try to imagine what various options portend. Both special and inclusive education and the alternative known as full inclusion have often been depicted as having arrived at a crossroads, at which there is always more than one path the authors could take. Such philosophies do not suggest that the consequences for SWD . . .
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