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Becoming a Great Inclusive Educator


Edited By Scot Danforth

Inclusive education continues to grow in popularity and acceptance in the United States. However, most teachers – general and special educators – are poorly prepared to be successful in inclusive classrooms and schools. Undoubtedly, the challenge to professionals involves the acquisition of new knowledge and skills. But inclusion requires far more. It calls upon educators to trouble everything they think they know about disability, to question their deepest ethical commitments, to take up the work of the Disability Rights Movement in the public schools, and to leap headlong into the deepest waters of the rich craft tradition of inclusive teaching. This book offers educators the guidance and resources to become great inclusive educators by engaging in a powerful process of personal and professional transformation.
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Chapter 22: Conclusion: Work Hard and Wonderful


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Conclusion: Work Hard and Wonderful

Guiding Questions

• How is technocracy or technocratic management influencing the current state of inclusive education in the United States?

• How can teachers now embrace, continue, and expand the tradition of inclusive education practice?

Perhaps it is best to conclude this book with a moment of awareness that admits to both the promise and hopefulness of inclusive education as well as the continuing disappointments and struggles. We might simultaneously attend to the challenges that confront inclusive education today and the opportunities that exist due to the outstanding efforts of teachers and families as exemplified in the inclusion narratives.

The primary reason for consternation in our current environment is the ironic fact that the growth of inclusive schooling greatly relies on educators who would prefer not to do inclusion. Teachers are working in technocratic times when the federal government and the state departments of education are convinced that twisting educators’ arms behind their backs until standardized test scores rise is the best approach to educational management. The present push toward more inclusion in the United States is, at least in part, fueled by an accountability movement ← 307 | 308 → that demands higher test score production out of the bodies of disabled students. This movement interprets a few standardized test scores as the solitary signs of student growth and learning. For reasons unrelated to the array of ethical commitments...

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