Abstract
Inclusion may be defined as a student’s bodily presence in general education (habeas corpus) or inclusion in appropriate instruction, regardless of where the body is (proprium instructio). Unfortunately, habeas corpus has received more extreme advocacy (i.e., for inclusion of that type for all students) than has proprium instructio. This chapter addresses not only issues in the definition of inclusion in education but issues of diversity, inclusion in all life activities, identification of disability, the students with disabilities that are most difficult to include in general education classrooms, assessment of outcomes of education, civil rights and their abridgement, labels and labeling, evidence supporting inclusion in general education, and expectations of teachers.
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