ABSTRACT
We discuss in this chapter several issues related to inclusive education for students with severe disabilities (SWSD). We begin by explaining why the location of special education service delivery is insufficient for determining whether an inclusive education is being provided and explore the more recent concern about access to the general education curriculum as the indicator of an inclusive education. We then argue the general education curriculum does not sufficiently represent what SWSD need to prepare for adult life, which implies a priority for an individualized curriculum that usually is significantly different from the general education curriculum. Special education for SWSD requires the design and delivery of effective interventions and supports consistent with a shared vision for the individual’s life. We propose that a specialized education in an inclusive setting for SWSD requires an individualized curriculum that is taught with evidence-based instructional practices delivered with sufficient intensity along with behavioral interventions and supports. We submit these features are unlikely in general education settings due to significant curricular and instructional differences and that specialized settings are justified for a many if not a majority of SWSD.
