Breaking the Continuum: Progress Toward Achieving Full Inclusion in the United States

Abstract

The principles of a fair, equitable, and quality education are embodied in both federal legislation in the United States and the United Nations 2030 Agenda for Sustainable Development, Goal 4 (SDG 4). However, inclusive education has remained fairly static since passage of SDG 4 in 2015. In this chapter, we posit that the primary levers influencing the inclusion of students with disabilities in general education content and classrooms is a result of the policies governing special education, in addition to the stigmatization of disability. Furthermore, how intersectional identities serve to segregate students with disabilities from their peers is explored.

Citation

Hopkins, S.L., Hovey, K.A. and Snider, J.E. (2023), "Breaking the Continuum: Progress Toward Achieving Full Inclusion in the United States", Lane, D., Catania, N. and Semon, S. (Ed.) Progress Toward Agenda 2030 (International Perspectives on Inclusive Education, Vol. 21), Emerald Publishing Limited, Leeds, pp. 281-296. https://doi.org/10.1108/S1479-363620230000021018