What does it mean? What are the laws? What does the research show? Do children in inclusive classrooms perform better? These “frequently asked questions” are examined in this document from the Institute on Disability and its research on inclusive education presented at the Inclusive Education Leadership Summit in 2009.
Inclusive education is characterized by presumed competence, authentic membership, full participation, reciprocal social relationships, and learning to high standards by all students with disabilities in age-appropriate general education classrooms with supports provided to students and teachers to enable them to be successful.