James M. Kauffman is Professor Emeritus of Education at the University of Virginia, USA. His many publications include articles and book chapters related to inclusion of students with disabilities in general education. He has been a teacher in both special and general education.

Inclusion aims to integrate students with special needs into general education. Inclusion should be analyzed with precision and competence, and interventions should be based on data derived from empirical research. Special education involves many forms and levels of difference, and does not allow simplistic, ideological answers. Without recognizing its limits in specific situations, inclusion can create more problems for schools, families, and children themselves than it solves. Nuanced and context-linked decisions are needed. This book will be useful for teachers, parents, educators, and psychologists who want first to achieve an effective answer to the special needs of children, then inclusion in general education when appropriate. - Santo F. Di Nuovo, Professor of Psychology, University of Catania, Italy, and President of the Italian Association of PsychologyThis is a timely, unique, and important book that focuses on relevant theory, research, and practical realities of the trend towards inclusion of all children with special needs and disabilities in mainstream schools. It pulls together perspectives of many experts in the field of special education in order to examine the potential benefits and negative consequences of such inclusion. It makes the case for not only maintaining special education but strengthening it through understanding the complex nature of this work, ensuring a strong base of scientific evidence, and carefully evaluating outcomes. - Garry Hornby, Emeritus Professor of Education, Plymouth University, UK The complex issue of educational inclusion of students with disabilities has been at the forefront of special education research, commentary, practice, and policy for more than three decades. In this volume, we finally have a comprehensive view of the thorniest of issues surrounding inclusion and how our leaders in the field capture its complexities with clarity, command of the facts, and concern for how to ensure that special, individualized education is obtainable for students with disabilities. If you are concerned about the future of special education, you must read this volume. Get ready to think more clearly about educational inclusion. - Melody Tankersley, Interim Senior Vice President and Provost, Kent State University, USA

• Author BiographiesSeries Editor ForewordPhilip GarnerForewordEdwin W. Martin, Jr.PrefaceJames M. KauffmanChapter 1 Definitions and Other IssuesKames M. Kauffman and Jeanmarie BadarChapter 2 Inclusion as Idea and its Justification in LawJean B. CrockettChapter 3 The Inclusion of Students with High-Incidence Disabilities in General Education EnvironmentsBrian R. Barber and Andrew L WileyChapter 4 A Science of Instruction and Its Implications for Students with DisabilitiesJustin T. Cooper, Terrance M. Scott and Todd WhitneyChapter 5 Tiered Systems and Inclusion: Potential Benefits, Clarifications, and ConsiderationsKathleen Lynne Lane, Mark Matthew Buckman, Wendy Peia Oakes and Holly MenziesChapter 6 Disproportionality and InclusionAdrienne D. Woods, Yangyang Wang and Paul L. MorganChapter 7 An Examination of Highly-Cited Research on InclusionBryan G. Cook and Lysandra CookChapter 8 Inclusion and Students with Severe, Sensory, and Multiple ImpairmentsJason C. Travers, Heather J. Forbes, Jenee Vickers Johnson and Kevin AyresChapter 9 Inclusion of Academically Advanced (Gifted) StudentsCarolyn M. Callahan, Jonathan A. Plucker, Stuart Gluck and Carlos RodriguezChapter 10 Inclusion, Governments, and Nongovernmental OrganizationsMitchell L. Yell and David F. BatemanChapter 11 The Impact of Article 24 of the CRPD on Special and Inclusive Education in Germany, Portugal, the Russian Federation and the NetherlandsDimitris Anastasiou, Marion Felder, Luís Augusto De Miranda Correia, Alexey Shemanov, Inge Zweers and Bernd AhrbeckChapter 12 Likely Legacies of the Inclusion MovementJames M. Kauffman, Daniel P. Hallaha, Timothy J. Landrum and Carl R. SmithIndex

James M. Kauffman is Professor Emeritus of Education at the University of Virginia, USA. His many publications include articles and book chapters related to inclusion of students with disabilities in general education. He has been a teacher in both special and general education.

Inclusion aims to integrate students with special needs into general education. Inclusion should be analyzed with precision and competence, and interventions should be based on data derived from empirical research. Special education involves many forms and levels of difference, and does not allow simplistic, ideological answers. Without recognizing its limits in specific situations, inclusion can create more problems for schools, families, and children themselves than it solves. Nuanced and context-linked decisions are needed. This book will be useful for teachers, parents, educators, and psychologists who want first to achieve an effective answer to the special needs of children, then inclusion in general education when appropriate. - Santo F. Di Nuovo, Professor of Psychology, University of Catania, Italy, and President of the Italian Association of PsychologyThis is a timely, unique, and important book that focuses on relevant theory, research, and practical realities of the trend towards inclusion of all children with special needs and disabilities in mainstream schools. It pulls together perspectives of many experts in the field of special education in order to examine the potential benefits and negative consequences of such inclusion. It makes the case for not only maintaining special education but strengthening it through understanding the complex nature of this work, ensuring a strong base of scientific evidence, and carefully evaluating outcomes. - Garry Hornby, Emeritus Professor of Education, Plymouth University, UK The complex issue of educational inclusion of students with disabilities has been at the forefront of special education research, commentary, practice, and policy for more than three decades. In this volume, we finally have a comprehensive view of the thorniest of issues surrounding inclusion and how our leaders in the field capture its complexities with clarity, command of the facts, and concern for how to ensure that special, individualized education is obtainable for students with disabilities. If you are concerned about the future of special education, you must read this volume. Get ready to think more clearly about educational inclusion. - Melody Tankersley, Interim Senior Vice President and Provost, Kent State University, USA

• Author BiographiesSeries Editor ForewordPhilip GarnerForewordEdwin W. Martin, Jr.PrefaceJames M. KauffmanChapter 1 Definitions and Other IssuesKames M. Kauffman and Jeanmarie BadarChapter 2 Inclusion as Idea and its Justification in LawJean B. CrockettChapter 3 The Inclusion of Students with High-Incidence Disabilities in General Education EnvironmentsBrian R. Barber and Andrew L WileyChapter 4 A Science of Instruction and Its Implications for Students with DisabilitiesJustin T. Cooper, Terrance M. Scott and Todd WhitneyChapter 5 Tiered Systems and Inclusion: Potential Benefits, Clarifications, and ConsiderationsKathleen Lynne Lane, Mark Matthew Buckman, Wendy Peia Oakes and Holly MenziesChapter 6 Disproportionality and InclusionAdrienne D. Woods, Yangyang Wang and Paul L. MorganChapter 7 An Examination of Highly-Cited Research on InclusionBryan G. Cook and Lysandra CookChapter 8 Inclusion and Students with Severe, Sensory, and Multiple ImpairmentsJason C. Travers, Heather J. Forbes, Jenee Vickers Johnson and Kevin AyresChapter 9 Inclusion of Academically Advanced (Gifted) StudentsCarolyn M. Callahan, Jonathan A. Plucker, Stuart Gluck and Carlos RodriguezChapter 10 Inclusion, Governments, and Nongovernmental OrganizationsMitchell L. Yell and David F. BatemanChapter 11 The Impact of Article 24 of the CRPD on Special and Inclusive Education in Germany, Portugal, the Russian Federation and the NetherlandsDimitris Anastasiou, Marion Felder, Luís Augusto De Miranda Correia, Alexey Shemanov, Inge Zweers and Bernd AhrbeckChapter 12 Likely Legacies of the Inclusion MovementJames M. Kauffman, Daniel P. Hallaha, Timothy J. Landrum and Carl R. SmithIndex

James M. Kauffman is Professor Emeritus of Education at the University of Virginia, USA. His many publications include articles and book chapters related to inclusion of students with disabilities in general education. He has been a teacher in both special and general education.

Inclusion aims to integrate students with special needs into general education. Inclusion should be analyzed with precision and competence, and interventions should be based on data derived from empirical research. Special education involves many forms and levels of difference, and does not allow simplistic, ideological answers. Without recognizing its limits in specific situations, inclusion can create more problems for schools, families, and children themselves than it solves. Nuanced and context-linked decisions are needed. This book will be useful for teachers, parents, educators, and psychologists who want first to achieve an effective answer to the special needs of children, then inclusion in general education when appropriate. - Santo F. Di Nuovo, Professor of Psychology, University of Catania, Italy, and President of the Italian Association of PsychologyThis is a timely, unique, and important book that focuses on relevant theory, research, and practical realities of the trend towards inclusion of all children with special needs and disabilities in mainstream schools. It pulls together perspectives of many experts in the field of special education in order to examine the potential benefits and negative consequences of such inclusion. It makes the case for not only maintaining special education but strengthening it through understanding the complex nature of this work, ensuring a strong base of scientific evidence, and carefully evaluating outcomes. - Garry Hornby, Emeritus Professor of Education, Plymouth University, UK The complex issue of educational inclusion of students with disabilities has been at the forefront of special education research, commentary, practice, and policy for more than three decades. In this volume, we finally have a comprehensive view of the thorniest of issues surrounding inclusion and how our leaders in the field capture its complexities with clarity, command of the facts, and concern for how to ensure that special, individualized education is obtainable for students with disabilities. If you are concerned about the future of special education, you must read this volume. Get ready to think more clearly about educational inclusion. - Melody Tankersley, Interim Senior Vice President and Provost, Kent State University, USA

• Author BiographiesSeries Editor ForewordPhilip GarnerForewordEdwin W. Martin, Jr.PrefaceJames M. KauffmanChapter 1 Definitions and Other IssuesKames M. Kauffman and Jeanmarie BadarChapter 2 Inclusion as Idea and its Justification in LawJean B. CrockettChapter 3 The Inclusion of Students with High-Incidence Disabilities in General Education EnvironmentsBrian R. Barber and Andrew L WileyChapter 4 A Science of Instruction and Its Implications for Students with DisabilitiesJustin T. Cooper, Terrance M. Scott and Todd WhitneyChapter 5 Tiered Systems and Inclusion: Potential Benefits, Clarifications, and ConsiderationsKathleen Lynne Lane, Mark Matthew Buckman, Wendy Peia Oakes and Holly MenziesChapter 6 Disproportionality and InclusionAdrienne D. Woods, Yangyang Wang and Paul L. MorganChapter 7 An Examination of Highly-Cited Research on InclusionBryan G. Cook and Lysandra CookChapter 8 Inclusion and Students with Severe, Sensory, and Multiple ImpairmentsJason C. Travers, Heather J. Forbes, Jenee Vickers Johnson and Kevin AyresChapter 9 Inclusion of Academically Advanced (Gifted) StudentsCarolyn M. Callahan, Jonathan A. Plucker, Stuart Gluck and Carlos RodriguezChapter 10 Inclusion, Governments, and Nongovernmental OrganizationsMitchell L. Yell and David F. BatemanChapter 11 The Impact of Article 24 of the CRPD on Special and Inclusive Education in Germany, Portugal, the Russian Federation and the NetherlandsDimitris Anastasiou, Marion Felder, Luís Augusto De Miranda Correia, Alexey Shemanov, Inge Zweers and Bernd AhrbeckChapter 12 Likely Legacies of the Inclusion MovementJames M. Kauffman, Daniel P. Hallaha, Timothy J. Landrum and Carl R. SmithIndex