ISaR Projekt

"Inclusion," "full inclusion" and "inclusive education" are terms which recently have been narrowly defined by some (primarily educators of students with severe disabilities) to espouse the philosophy that ALL students with disabilities, regardless of the nature or the severity of their disability, receive their TOTAL education within the regular education environment. This philosophy is based on the relatively recent placement of a limited number of students with severe disabilities in regular classrooms. Research conducted by proponents of this philosophy lacks empirical evidence that this practice results in programs which are better able to prepare ALL students with visual impairments to be more fully included in society than the current practice, required by federal law, of providing a full range of program options.

Educators and parents of students with visual impairments have pioneered special education and inclusive program options, for over 164 years. It is significant that the field of education of visually impaired students was the first to develop a range of special education program options, beginning with specialized schools in 1829 and extending to inclusive (including "full inclusion") public school program options since 1900.

Experience and research clearly support the following three position statements outlining the essential elements which must be in place in order to provide an appropriate education in the least restrictive environment for students with visual impairments. This document also contains papers which provide additional information supporting each of these position statements and a list of selected readings on inclusion for students with visual impairments.

(Source: Introduction)