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Including Students with Severe Disabilities in General Education Settings

Guidelines for Change

Lech Wisniewski received his PhD in special education from the University of Missouri-Columbia. He has classroom teaching experience with students with behavioral disorders, mental retardation, and physical disabilities. Dr. Wisniewski is currently an assistant professor of special education at Eastern Michigan University. His research efforts emphasize the development and implementation of computer-assisted technology for learners with moderate to severe disabilities.

Sandra Alper

Sandra Alper, PhD, is associate professor in the Department of Special Education at the University of Missouri-Columbia. She is experienced in teaching youth and adults with moderate to severe disabilities. Her research interests focus on community-based instruction for persons with moderate to severe disabilities. Currently, Dr. Alper directs a federally funded doctoral training program in severe disabilities that emphasizes community integration, and a master's training program for personnel serving youth with dual diagnoses. She is co-director of a community-based supported living project for youth with mental retardation and physical aggression. Address: Lech Wisniewski, Department of Special Education, 221A Rockman Building, Eastern Michigan University, Ypsilante, MI 48197.

A number of social, judiciary, and regulatory policies are intended to change current educational practices. Educational change, however, does not automatically occur as a result of policy adoption. Rather, educational change occurs as a result of leaders employing systematic procedures to bring about these changes. A growing philosophical, legal, and empirical data base supports the inclusion of students with severe disabilities in general education settings. This paper presents guidelines intended for educational leaders in effecting the change from segregated to inclusive school settings. Five systematic phases, or guidelines, are presented. In order to bring about successful inclusion of students with severe disabilities, leaders develop networks, assess resources, review options, install inclusion strategies, and provide a system of feedback and self-renewal.

Remedial and Special Education, Vol. 15, No. 1, 4-13 (1994)
DOI: 10.1177/074193259401500103


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