Abstract
Gresham and MacMillan review what the research says about the comparative development of socialization skills in children with disabilities placed in inclusive or noninclusive educational programs. Our article responds by arguing that a comprehensive review of the inclusion debate needs to cast a bigger net than the one used by Gresham and MacMillan. We briefly refer to some of the additional research and interpretive perspectives that seem relevant to considerations of inclusion and diversity in America’s schools.
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