Reform of regular and special education continues to forge ahead although little is known about outcomes for children with disabilities in schools engaged in restructuring. While debates about the inclusion of these students continue, little consensus exists on various aspects of the moiement. This article offers a discussion of collaborations between a University and local school districts in its catchment area. It begins with a discussion of challenges associated with inclusive programming including research, philosophical, political, logistical, and policy issues. The authors end with a description of an inclusion program and research project that evolved from the University/school district collaborations.
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