Abstract
Inclusive education has developed worldwide popularity in education for learners with various disabilities but is particularly controversial for students with intellectual disabilities because of their unique needs. The foremost of these are the development of the social, vocational and life skills needed to facilitate their transition to adulthood. This article presents a discussion that focuses on theory, practice and research relevant to inclusive education for students with intellectual disabilities. It points out that the movement for full inclusion started by focusing on students with intellectual disabilities and has encountered roadblocks to further progress because of its difficulties in addressing their special needs. This is explored by considering the theory underpinning the international drivers of the full inclusion movement, the reality of the implementation of inclusion policies worldwide, and research on the effects of inclusion of students with intellectual disabilities in mainstream schools.
DOI Link
DOI
10.3390/jintelligence12020020
Publication Date
2024-02-11
Publication Title
Journal of Intelligence
Volume
12
Issue
2
Recommended Citation
Hornby, G., & Kauffman, J. (2024) 'Inclusive Education, Intellectual Disabilities and the Demise of Full Inclusion', Journal of Intelligence, 12(2). Available at: 10.3390/jintelligence12020020
