The present study sought to determine to what extent vestiges of the dual system of educating students with and without disabilities persist and how they undermine the implementation and sustainability of inclusive education. We investigated how prior experiences with segregation shape administrators’ thinking and school policies and practices through interviews with administrators in 11 public high schools. Analysis of the interviews indicated that remnants of past policy and practice persist and that these vestiges and their causes weaken the prospect of sustained change. We discuss the limitations of relying on legislation to change long-standing institutional practices that reinforce a philosophy of difference.
AgranM.SnowK.SwanerJ. (1999). A survey of secondary level teachers’ opinions on community-based instruction and inclusive education. Journal of the Association for Persons with Severe Disabilities, 24(1), 58-62.
2.
ArtilesA. J. (2003). Special education’s changing identity: Paradoxes and dilemmas in views of culture and space. Harvard Educational Review, 73, 164-202.
3.
AvramidisE.NorwichB. (2002). Teachers’ attitudes towards integration/inclusion: A review of the literature. European Journal of Special Needs Education, 17(2), 129-147.
4.
BarrM. W. (1902). The imperative call of our present to our future. Journal of Psycho-Asthenics, 7(1), 5-8.
5.
BatemanB. D. (1995). Who, how and where: Special education’s issues in perpetuity. In KauffmanJ. M.HallahanD. P. (Eds.), The illusion of full inclusion: A comprehensive critique of a current special education bandwagon (pp. 75-90). Austin, TX: Pro-Ed.
6.
BealeH. (1934). The needs of Negro education in the United States. Journal of Negro Education, 3(1), 8-19.
7.
BeratanG. D. (2006). Institutionalizing inequity: Ableism, racism, and IDEA 2004. Disability Studies Quarterly, 26(2). Retrieved from http://www.dsq-sds.org/article/view/682/859.”
8.
BiklenD. (1992). Schooling without labels: Parents, educators and inclusive education. Philadelphia: Temple University Press.
9.
Board of Education v. Dowell, 498 U.S. 237 (1991).
10.
BogdanR. C.BiklenS. K. (1998). Qualitative research for education: An introduction to theory and methods. Boston: Allyn and Bacon.
11.
BrantlingerE. (2001). Poverty, class & disability: A historical, social, and political perspective. Focus on Exceptional Children, 33(7), 1-19.
12.
BrantlingerE. (2004). Confounding the needs and confronting the norms: An extension of Reid and Valle’s essay. Journal of Learning Disabilities, 37(6), 490-499.
13.
BrantlingerE.JimenezR.KlingerJ.PugachM.RichardsonV. (2005). Qualitative studies in special education. Exceptional Children, 71, 195-207.
14.
Brown v. Board of Education of Topeka, Kansas, 347 U.S. 483 (1954).
15.
BrownellM. T.PajaresF. (1999). Teacher efficacy and perceived success in mainstreaming students with learning and behavior problems. Teacher Education and Special Education, 22, 154-164.
16.
Chalmers v. Stewart, 11 Ohio 386 (Supreme Court of Ohio, 1842).
17.
ColkerR. (2006). The disability integration presumption: Thirty years later. University of Pennsylvania Law Review, 154, 789-862.
18.
CrockettJ. B.KauffmanJ. M. (1999). The least restrictive environment: Its origins and interpretations in special education. Mahwah, NJ: Lawrence Erlbaum.
19.
DeshlerD. D.SchumakerJ. B.BuiY.VernonS. (2006). High schools and adolescents with disabilities: Challenges at every turn. In DeshlerD. D.SchumakerJ. B. (Eds.), Teaching adolescents with disabilities: Accessing the general education curriculum (pp. 1-29). Thousand Oaks, CA: Sage.
20.
DuBoisW. E. B. (1935). Does the Negro need separate schools?Journal of Negro Education, 4, 324-334.
21.
DymondS. K. (2001). A participatory action research approach to evaluating inclusive programs. Focus on Autism and Other Developmental Disabilities, 16(1), 54-63.
22.
Education of the Handicapped Amendments of 1974, Pub. L. No. 93-380, Section 613 (a) (13) (B), 88 Stat. 579, 582 (1974).
23.
Elementary and Secondary Education Act of 1965, Pub. L. No. 89-10 (1965).
24.
FernaldW. E. (1909). The imbecile with criminal instincts. Journal of Psycho-Asthenics, 14(1), 16-38.
25.
FerriB. A.ConnorD. J. (2005). Tools of exclusion: Race, disability, and (re)segregated education. Teachers College Record, 107, 453-474.
26.
FleischerD. Z.ZamesF. (2001). The disabilities rights movement: From charity to confrontation. Philadelphia: Temple University Press.
27.
Freeman v. Pitts, 503 U.S. 467 (1992).
28.
FraserJ. W. (2001). The school in the United States: a documentary history. New York: McGraw-Hill
29.
FunkR. (1986). Disability rights; from caste to class in the context of civil rights. In GartnerA.LipskyD. K. (Eds.), Images of the disabled, disturbing images (pp. 7-30). New York: Praeger.
30.
GartnerA.LipskyD. K. (1987). Beyond special education: Toward a quality system for all students. Harvard Educational Review, 57, 367-395.
31.
Green v. County School Board, 391 U.S. 430 (1968).
32.
Greer v. Rome City School District, 950 F.2d 688 (11th Cir. 1991).
33.
Individuals with Disabilities Education Act Amendments of 1990, Pub. L. No. 101-476, § 1(a), 104 Stat. 1103 (1990).
34.
Individuals with Disabilities Education Act Amendments of 1997, Pub. L. No.105-17, 20 U.S.C. 1400 et seq. (1997).
35.
KauffmanJ. M.BantzJ.McCulloughJ. (2002). Separate and better: A special public school class for students with emotional and behavior disorders. Exceptionality, 10, 149-170.
36.
KauffmanJ. M.HallahanD. P. (Eds.). (1995). The illusion of full inclusion: A comprehensive critique of a current special education bandwagon. Austin, TX: Pro-Ed.
37.
Keyes v. School District No. 1, Denver, Colorado, 413 U.S. 921 (1973).
38.
KliewerC.BiklenD.Kasa-HendricksonC. (2006). Who may be literate? Disability and resistance to the cultural denial of competence. American Educational Research Journal, 43, 163-192.
39.
Lewis v. Henley et al., 2 Ind. 334-335 (Supreme Court of Indiana 1842).
40.
LipskyD. K.GartnerA. (1997). Inclusion, school restructuring, and the remaking of American society. Harvard Educational Review, 66, 762.
41.
McMullenD.McMullenI. H. (1993). Stubborn facts of history—The vestiges of past discrimination in school desegregation. Case Western Law Review, 44, 75-120.
42.
MilesM. B.HubermanA. M. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage.
Oberti v. Board of Education of the Borough of Clementon School District, 995 F.2d 1204 (3rd Cir. 1993).
45.
PraisnerC. (2003). Attitudes of elementary school principals toward the inclusion of students with severe disabilities. Exceptional Children, 69(2), 135-145.
46.
RavitchD. (2000). Left back: A century of failed school reforms. New York: Simon and Schuster.
47.
ReaP. J.McLaughlinV.Walther-ThomasC. (2002). Outcomes for students with learning disabilities in inclusive and pullout programs. Exceptional Children, 68, 209-223.
48.
RobinsonH. B.RobinsonN. M. (1965). The mentally retarded child: A psychological approach. New York: McGraw-Hill.
49.
Sacramento City Unified School District v. Rachel H., 14F. 3d 1398 (9th Cir. 1994).
50.
SalisburyC. L. (2006). Principals’ perspectives on inclusive elementary schools. Research and Practice for Persons With Severe Disabilities, 31(1), 70-82.
51.
SkrticT. M. (1991). The special education paradox: Equity as a way to excellence. Harvard Educational Review, 61, 148-207.
52.
SoodakL.PodellD.LehmanL. (1998). Teacher, student, and school attributes as predictors of teachers’ responses to inclusion. Journal of Special Education, 31, 66-81.
53.
StainbackW.StainbackS. (1984). A rationale for the merger of special and regular education. Exceptional Children, 51(2), 102.
54.
TacordaR. (2003). Acknowledging those stubborn facts of history: The vestiges of segregation. UCLA Law Review, 50, 1547-1583.
55.
TaylorS. (1988). Caught in the continuum: A critical analysis of the principle of least restrictive environment. Journal of the Association for Persons With Severe Handicaps, 13, 41-53.
56.
TurnbullA. P.TurnbullH. R.WehmeyerM. L. (2006). Exceptional lives: Special education in today’s schools (5th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
57.
U.S. Department of Education, Office of Special Education Programs. (2005). Twenty-seventh annual Report to Congress on the implementation of IDEA (Vol. 1). Washington, DC: Author.
58.
United States v. City of Yonkers, 181 F.3d 301 (2d Cir. 1999).
59.
WallinJ. E. W. (1976). Classification of mentally deficient and retarded children for instruction. In RosenM.ClarkG. R.KivitzM. S. (Eds.), The history of mental retardation: Collected papers (Vol. 2, pp. 37-50). Baltimore: University Park Press. (Original work published 1924)
