Inclusive Schooling Practices: Pedagogical and Research Foundations. A Synthesis of the Literature that Informs Best Practices about Inclusive Schooling.

DOCUMENT RESUME EC 306 368 McGregor, Gail; Vogelsberg, R. Timm Inclusive Schooling Practices: Pedagogical and Research Foundations. A Synthesis of the Literature that Informs Best Practices about Inclusive Schooling. Allegheny Univ. of the Health Sciences, Pittsburgh, PA. Special Education Programs (ED/OSERS), Washington, DC. 1998-02-00 192p. H086V40007 Guides Non-Classroom (055) Information Analyses (070) MF01/PC08 Plus Postage. *Classroom Techniques; Court Litigation; *Disabilities; Diversity (Student); *Educational Change; Educational Objectives; Educational Strategies; Educational Trends; Elementary Secondary Education; *Inclusive Schools; Interpersonal Competence; Outcomes of Education; Parent Attitudes; *Peer Acceptance; Peer Relationship; *Skill Development; Small Group Instruction; Teacher Attitudes; Teacher Role This monograph summarizes the literature base that informs current understanding of the best approaches to support students with disabilities in inclusive settings. In part 1, a context is established by considering the movement toward inclusive schooling practices within the larger arena of school reform. This is followed by a synthesis of information about instructional practices that support diverse students. Finally, part 3 summarizes available research about inclusion. This includes research that informs implementation efforts, as well as studies which examine outcomes. Among the findings: (1) students with disabilities demonstrate high levels of social interaction in settings with their typical peers, but placement alone does not guarantee positive social outcomes; (2) interactive, small group contexts facilitate skill acquisition and social acceptance; (3) friendships do develop between students with disabilities and typical peers; (4) teachers play a critical role in facilitating friendships; (5) the performance of typically developing students is not compromised by the presence of students with disabilities; (6) parent support for inclusion is positively affected by actual experience; and (7) although many teachers are initially reluctant about inclusion, they become confident in their abilities with support and experience. Appendices include relevant federal appellate court decisions and research study tables. (Contains over 450 references.) (CR) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** A Synthesis of the Literature that Informs Best Practices about Inclusive Schooling Gail McGregor, Ed.D. Consortium on Inclusive Schooling Practices The University of Montana Rural Institute on Disabilities R. Timm Vogelsberg, Ph.D. The University of Montana Rural Institute on Disabilities BEST COPY AVAILABLE February 1998 2 The author ,c;ratefully acknowledges the editorial . mg,f;estions provided by Chris Salisburr, Anne . Smith, and Bob Bluterman. l'reparalion of this monograph was stpported by Grant #11086V40007 awarded by the U.S. Department of Education. Office of Special liducation Programs. to Allegheny University Of the Health Sciences. No official endorsement of the content is implied. Inclusive Schooling Practices