Abstract
The purpose of this paper is to trace the historical trajectory of special education and how societal perspectives influenced the special education movement. It aims to answer if special education and inclusion have achieved their goals for all individuals, especially those with disabilities. A review of historical trends, special education laws, and key constructs showed that there were both positives and negatives aspects. It also revealed that the absence of a clear definition, standards, and objectives for inclusion and least restrictive environment is just one of the roots of the problem. Moreover, the lack of empirical studies on the effectiveness of inclusion and the lack of knowledge and awareness of the provisions of special education laws by stakeholders contribute to the issues surrounding inclusion implementation. Recommendations include that all stakeholders should have historical awareness and discriminative ability, in-depth comprehension of special education laws, and adapting the same definition, standards and clear objectives in implementing inclusion programs.
Highlights
Juxtaposing inclusion and special education often generates diverse perspectives from various stakeholders, such as policymakers who construct legislation and policies, teachers in the classrooms implementing them, or parents, whose children are in the middle of the issue
Recommendations include that all stakeholders should have historical awareness and discriminative ability, in-depth comprehension of special education laws, and adapting the same definition, standards and clear objectives in implementing inclusion programs
The landmark court cases concerning individuals with disabilities resulted in the enactment of the Public Law 94-142, the Education for All Handicapped Children Act (EAHCA) in November 1975, which stated that all children had the right to free appropriate public education (FAPE) in the least restrictive environment (LRE) [13]
Summary
Juxtaposing inclusion and special education often generates diverse perspectives from various stakeholders, such as policymakers who construct legislation and policies, teachers in the classrooms implementing them, or parents, whose children are in the middle of the issue. Education Act defined special education as instruction that is designed to respond to the learning needs of an individual with disabilities regardless of environment, whether in a classroom, home, or hospital [1]. The purpose of this paper is to trace the historical trajectory of special education and how societal perspectives influenced the special education movement. Retracing this trajectory would allow us to understand how special education evolved from institutionalization to inclusion. We ask the question, if the goal of education is to generate knowledge for the betterment and welfare of individuals, has it achieved its objectives for persons with disabilities? is inclusion aligned to these goals of education and is it for the interest of all individuals, whether with disability or not?
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