NCCRESt

part of the Education Reform Networks

From exclusion to inclusion in urban schools: A new case for teacher education reform

Argues that special and segregating programs for students having difficulty learning focus on within-child deficits, keep students apart from their peers, and lower teacher expectations. The authors make a case for urban schools and teacher preparation that enhance skills in dealing with diverse learners and encourage inclusion.

• Author/Creator: Pugach, M. C., Seidl, B. L.
• Date Published: August
• Journal/Secondary Title: Education and Urban Society
• Notes: Title 1, SPED, bilingual ed all segregate children from their peers. teachers often hold a different, lower set of expectaions for their eventual achievement. Ed outcomes of these programs are marginal.The quality of general education programs is a facotr in the problems that children encounter n schools, the general education program may contribute heavily to school failure and its quality may inflate the number of students who are identified for special education. Several factors other than within child deficits affect school achievement. Redesigning urban schools. Viewing diversity within an ecological or sociocultural framework allows us to do tow things. It attends to the need to understand and implement better practices in urban classroom and allows us to see diversity as normal.
• Number: 4
• Volume: 27
• Year: 1995

This resource is cataloged under:

• Network/channel: NCCRESt: Practices: Diversity Practices
• Subject: Inclusive Schools and Communities
• Subject: Special education
• Subject: Student Placement

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