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• W58902576 abstract "It is necessary to respond to Philosophy verRainforth started her with a quote sus Student Need? A Reply to Smith and Hilfrom Dearden in 1966. We have to question ton (Rainforth, 1994) because views exthe applicability of this quote to issue of pressed are representative of many who press program design for students in 1990s and for inclusion today. The inclusion philosophy beyond and even issues of philosophy ver has become so important that it has obscured sus student needs. First, Dearden is speaking other issues from view of those who have of values. Are values a philosophy or do taken it on as a cause (see Fuchs & Fuchs, values make up a philosophy? It is hard to tell 1994 for a further discussion). We suggest since original source of quote appar that this also occurs in develently is not available. Further, such a state oped by Rainforth (1994) because she has ment, although seeming to speak to judg substantially ignored content and intent ments made by professionals during place of Smith and Hilton (1994). ment and planning process, was made in Although not actually stated, Smith and 1966. It has only been since 1975 that we Hilton (1994) clearly did not attempt to athave had a law that requires use of teams tack or ignore philosophy of inclusion but and Dearden could not have had benefit instead focused on all services to students of such a perspective. Further quote with mental retardation. On page three we clearly speaks of the expert, not a team of point out that program design and educaexperts including parent, tional placement vary from setting to setting Elsewhere in an attempt is and that individual needs must be considered made to use a brief history of special educa in all settings. This is a fact, not a statement of tion to support importance of philosophy philosophy. Further, and probably parain causing changes to occur. We do not doubt mount, is that this is MRDD (at that time this fact; however, changes in educational ser CEC/MR) Board's position. It is not true that vice provision have often occurred without discussion that follows concerns one philodata to support their validity. For example, sophy as Rainforth would lead reader to Rainforth points out that in establishing believe but instead attempts to apply America's first residential school Howe had a Board's position to any philosophy that convincing philosophy . and would impact students with mental retarda. .a small amount of data .(p.4). In tion. This would include self-contained placeelusion in many ways fits this same pattern— ments as well as inclusion. Even in Raina strong philosophy but little data (Fuchs & forth's she seems to recognize that Fuchs, 1994). Some of more current re there is not one philosophy of inclusion but search on implementing inclusion is filling in different manners of looking at inclusion gaps but also raising questions concerning when she speaks her belief in supported inpractices and supports necessary for in clusion (p. 5). The use of adjective supelusion to be successful (e. g., Jenkins et al., ported implied that there are different philoso1994; Cole, Mills, Dale, & Jenkins, 1991; Hil phies of inclusion or at least different manton & Liberty, 1991). Until appropriate ners in which inclusion is carried out in methods are determined and adequate fund practices of public schools. ing is provided students with disabilities, and especially those with mental retardation, run" @default.
• W58902576 created "2016-06-24" @default.
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• W58902576 title "Inclusion as a Philosophy Which Leads to Loss of Vision: A Response to Rainforth's Philosophy versus Student Need?." @default.
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