Vestiges of Segregation in the Implementation of Inclusion Policies in Public High Schools

Vestiges of Segregation in the Implementation of Inclusion Policies in Public High Schools

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 administrator...

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Bibliographic Details
Published in:Educational policy (Los Altos, Calif.) Vol. 26; no. 2; pp. 309 - 338
Main Authors: McCarthy, Mary Rose, Wiener, Roberta, Soodak, Leslie Carol
Format: Journal Article
Language:English
Published: Los Angeles, CA SAGE Publications 01-03-2012
SAGE PUBLICATIONS, INC
Subjects:
Access to Education
Administrator Attitudes
Attitudes toward Disabilities
Barriers
Court Litigation
Disabilities
Education
Education policy
Educational Legislation
Educational policy
Equal Education
Federal Legislation
High Schools
Inclusion
Individuals with Disabilities Education Act
Interviews
Legislation
Mainstreaming
No Child Left Behind Act 2001
Philosophy
Public Schools
School administration
School Policy
Schools
Secondary schools
Segregation law
Student Rights
Students
high schools
secondary education
policy implementation
segregation
disability
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Summary: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.
Bibliography:ObjectType-Article-1
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ObjectType-Feature-2
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ISSN:0895-9048
1552-3896
DOI:10.1177/0895904810386596