On the Failure of Imagination in Inclusive Schooling

Based on the first-generation attempts at inclusion described in these case studies, this analysis poses three questions: What are the bottom-line practices we ought to expect in inclusive classrooms and from all the teachers who work in them? What might the relationship look like between the classrooms themselves and the schools and the administrators who lead them? And, how can we best use these case studies to stimulate the development of the next generation of inclusive classrooms?