Teachers of children with special needs, Rogow asserts, must use methodology and teaching strategies that they prefer. Teachers may adapt strategies to suit specific children, but they should not treat children with special needs much differently than they treat their other students. Helping children with special needs know that they are more like peers than unlike them will enable those with special needs to achieve more. Giving special privileges to children with disabilities, Rogow maintains, only impedes their progress toward learning and acceptance. In the book, the victories of children and teachers are hard-won.
Some children make tremendous progress and others make some progress.
Rogow emphasizes the point that peers without disabilities learn from children with disabilities as the children with special needs are learning from them. Rogow's philosophical and pragmatic position is that inclusion benefits all children. Her stories about children convince us that her position has validity. The Department of Education operates this gopher site. Within this site, you'll find menus about various aspects of education, such as special education.