ABSTRACT
For more than two decades, special educators in various places of the globe have been pursuing reforms in the design and delivery of special education services and supports (Dalmau, Hatton, & Spurway, 1991; Fullan, 1991; Fullwood, 1990; Gartner & Lipsky, 1987; O’Hanlon, 1995). We have, or have had, mainstreaming, integration, reverse mainstreaming, inclusion, inclusive schooling, inclusive schools, and schools for all. Certainly, these various slogans have meant different things in different countries at different times, and different things over time within single countries. Some initiatives have relied on civil rights discourse to argue against separate, segregated, or variously differentiated forms of schooling. Other reforms have focused more on how to incorporate specially designed, technically different, but needed teaching practices into general education settings and activities. Some reforms emphasized the needs of students with relatively mild but troublesome learning differences; others emphasized the needs of students with significant, even quite severe and multiple disabilities.
