Abstract
From the perspective of a non-special educator, I concentrate on three bedrock difficulties with the concept of inclusion as it plays out in the case studies: its noneducational nature, its displacement of the uniqueness of special education, and, its promulgation of bankrupt conceptions of accountability. I conclude that if the best of inclusion as an organizational strategy can be coupled with powerful conceptions of learning and teaching, as well as the traditional strengths of special education, then real improvement remains a possibility.
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