Defying Deficit Thinking: Clearing the Path to Inclusion for Students of All Abilities

Source Title: Handbook of Research on Challenging Deficit Thinking for Exceptional Education Improvement

ISBN13: 9781799888604|ISBN10: 1799888606|ISBN13 Softcover: 9781799888611|EISBN13: 9781799888628

DOI: 10.4018/978-1-7998-8860-4.ch005

MLA

Cartagena, Sacha, and Lindsey Pike. "Defying Deficit Thinking: Clearing the Path to Inclusion for Students of All Abilities." Handbook of Research on Challenging Deficit Thinking for Exceptional Education Improvement, edited by Richard D. Williams, IGI Global, 2022, pp. 101-126. https://doi.org/10.4018/978-1-7998-8860-4.ch005

APA

Cartagena, S. & Pike, L. (2022). Defying Deficit Thinking: Clearing the Path to Inclusion for Students of All Abilities. In R. Williams (Ed.), Handbook of Research on Challenging Deficit Thinking for Exceptional Education Improvement (pp. 101-126). IGI Global. https://doi.org/10.4018/978-1-7998-8860-4.ch005

Chicago

Cartagena, Sacha, and Lindsey Pike. "Defying Deficit Thinking: Clearing the Path to Inclusion for Students of All Abilities." In Handbook of Research on Challenging Deficit Thinking for Exceptional Education Improvement, edited by Richard D. Williams, 101-126. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-8860-4.ch005

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Abstract

Bolstered by the reauthorization of the Individuals with Disabilities Education Act (IDEA), inclusion became part of the education vernacular. This chapter provides a review of key highlights in the history of inclusive education. The impact of deficit thinking and role of social justice are emphasized as undercurrents driving legislative changes. The authors propose systems thinking as a method to identify actionable items for advancing inclusive education. An overview of promising inclusive frameworks, specifically Universal Design for Learning and social-emotional learning, are described and recommended for embedding inclusive practices into daily practice within the education system.