Implicit Assumptions in Special Education Policy: Promoting Full Inclusion for Students with Learning Disabilities

Abstract

Everyday millions of students in the United States receive special education services. Special education is an institution shaped by societal norms. Inherent in these norms are implicit assumptions regarding disability and the nature of special education services. The two dominant implicit assumptions evident in the American educational system are the view that disability is deviant and should be eradicated and the assumption that all special services should be delivered in a separate environment. A review of literature was conducted to reveal trends in special education. In particular, inclusive practices, Response to Intervention (RTI), and student achievement were examined. This paper argues that while federal policy was created in an effort to promote access to general education, the practices of our educational institutions perpetuate isolation. New assumptions must be created to promote access and equality for students with learning disabilities. True inclusion, where students with learning disabilities are fully included in the general education classroom, can help to reinforce new assumptions.