ABSTRACT
This conclusion presents some closing thoughts on the key concepts discussed in the preceding chapters of this book. The book investigates the effects of two different service delivery models on the outcomes for students in inclusive classrooms. In following the day-to-day stories of life in the fifth-grade classroom with the part-time consulting teacher as compared to the first-grade full-time coteaching team, one notices that the narratives all center on the ways that people are or are not integrated into the learning community of the classroom. The book also tracks of how the author thinks about and responds to children whose behaviors challenge the carefully laid plans of teachers. The book then analyzes school culture and school policies. Examining one's own assumptions around disability and ability is central to the work of being an inclusive classroom teacher, but it is still another matter to deliberately organize and take steps to work for school-wide systemic education and social change.
