Abstract
Inclusion of individuals with disabilities continues to be a controversial construct with mixed research findings on its effectiveness. Progress in inclusion is dependent, in part, on understanding two major themes: the acquisition of content knowledge and variety in the means of delivering and evaluating such knowledge. To address these themes, this article provides the synthesis of selected empirical and research integrative works on two constructs: the qualitative similarity hypothesis and literate thought. Although most of the cited research on these constructs has been conducted on d/Deaf and hard of hearing individuals, the principles and findings can be applied to other individuals with disabilities. In essence, it is argued that these two constructs can and do facilitate the inclusion of individuals in educational settings.
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