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Remedial and Special Education
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Segregated Programs Versus Integrated Comprehensive Service Delivery for All Learners

Assessing the Differences

Elise Frattura

Department of Exceptional Education and Educational Administration, School of Education at the University of Wisconsin-Milwaukee, frattura{at}uwm.edu

Colleen A. Capper

Department of Educational Leadership and Policy Analysis at the University of Wisconsin-Madison

The purpose of this article is to address the principles of a comprehensive whole-school restructuring to serve not only students with disabilities educated in inclusive environments but also all learners who have been labeled to receive services from federally mandated programs, such as special education, limited English, at risk, or Title I. The number of students who qualify for such services is growing. Unfortunately, these students often spend the largest part of their day leaving their classroom to receive special instruction, resulting in a disconnected and fragmented day. We address the outcomes of traditional programs and the underlying principles necessary to support inclusive services versus creating segregated programs. The principles are classified into four cornerstones: core principles, location of services, curriculum and instruction, and funding and policy.

Remedial and Special Education, Vol. 27, No. 6, 355-364 (2006)
DOI: 10.1177/07419325060270060501
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