The DOI matches its Crossref record; 12 of the 12 references it cites were found in a registry or an index.
It’s instruction over place — not the other way around!
Open accessAbstract
Full inclusion of students with disabilities focuses on where students are taught, not on instruction. The idea that all students, including those with disabilities, can and should be taught together in the same class and school is a highly prized myth. Focusing on inclusion rather than on appropriate instruction and on a continuum of alternative placements is illogical as well as illegal. It’s also stressful for teachers, most of whom are unable to teach such a learning-diverse group of students in a single classroom and do it well. Responsible inclusion requires recognizing individual differences and being more concerned about appropriate, effective instruction than about where a student is taught.
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“There are, however, few if any high school teachers who can effectively teach the curriculum of their subject area and adequately support students with ID to gain these additional skills, especially in secondary education [70].”
From Using Evidence-Based Practice and Data-Based Decision Making in Inclusive Education (2021) · cites this paper as [70]
In the citing paper
“In addition to research on data-based decision making for students with disabilities broadly, we also need to increase a culture of using data to make decisions on instruction and placement for students with disabilities in order to engage in responsible inclusion and receive the type and intensity of instruction and feedback that they require to make progress toward their goals [53,70].”
From Using Evidence-Based Practice and Data-Based Decision Making in Inclusive Education (2021) · cites this paper as [70]
Citations
Cites
(1998) · Choice Reviews Online · doi:10.5860/choice.36-1714 · Cited by 339
The illusion of full inclusion : a comprehensive critique of a current special education bandwagon
Kauffman, J. M., & Hallahan, D. P. (1995) · Medical Entomology and Zoology · Cited by 277
Self-citationMatson, J. L. (1981) · Applied Research in Mental Retardation · doi:10.1016/0270-3092(81)90032-1 · Cited by 193
Fuchs, L. S., Fuchs, D., Compton, D. L., Wehby, J. H., Schumacher, R. F., Gersten, R. M., & Jordan, N. C. (2015) · Exceptional Children · doi:10.1177/0014402914551743 · Cited by 131
Better IEPs How to Develop Legally Correct and Educationally Useful Programs
Bateman, B. D., & Linden, M. A. (1996) · Cited by 131
Enduring issues in special education : personal perspectives
Bateman, B. D., Lloyd, J., & Tankersley, M. (2015) · Routledge eBooks · Cited by 76
Controversial Therapies for Autism and Intellectual Disabilities
(2015) · Routledge eBooks · doi:10.4324/9781315754345 · Cited by 59
FAPE-Accompli: Misapplication of the Principles of Inclusion and Students with EBD
Brigham, F. J., Ahn, S. Y., Stride, A., & McKenna, J. W. (2016) · Advances in special education · doi:10.1108/s0270-401320160000031003 · Cited by 27
Inclusive Education Moving Forward
Kauffman, J. M., Anastasiou, D., Badar, J., Travers, J. C., & Wiley, A. (2016) · Emerald Group Publishing Limited eBooks · doi:10.1108/s0270-401320160000032010 · Cited by 24
Self-citationSurmounting the Disability of Isolation.
Blackman, H. P. (1992) · The School Administrator · Cited by 24
Research works printed but not linked: 6
- Bateman B.D., 2007, Achieving the radical reform of special education: Essays in honor of James M. Kauffman, 95
- Blackman H.P., 1992, School Administrator, 49, 28
- Martin E.W., 2013, Breakthrough: Federal special education legislation 1965-1981
- The Special Edge, 2016, The Special Edge, 29, 1
- Warnock M., 2005, Special educational needs: A new look. Impact No. 11
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Cited by
On Cultural Politics in Special Education: Is Much of It Justifiable?
Kauffman, J. M., & Anastasiou, D. (2019) · Journal of Disability Policy Studies · doi:10.1177/1044207318822262 · Cited by 51
Self-citationSpecial Education Policy Prospects: Lessons From Social Policies Past
Kauffman, J. M., Ahrbeck, B., Anastasiou, D., Badar, J., Felder, M., & Hallenbeck, B. A. (2020) · Exceptionality · doi:10.1080/09362835.2020.1727326 · Cited by 46
Self-citationUsing Evidence-Based Practice and Data-Based Decision Making in Inclusive Education
Wilcox, G., Fernandez Conde, C., & Kowbel, A. (2021) · Education Sciences · doi:10.3390/educsci11030129 · Cited by 45
McKenna, J. W., Solis, M. R., Brigham, F. J., & Adamson, R. (2018) · Behavior Modification · doi:10.1177/0145445518762398 · Cited by 42
Kauffman, J. M., Felder, M., Ahrbeck, B., Badar, J., & Schneiders, K. (2018) · Journal of International Special Needs Education · doi:10.9782/17-00009 · Cited by 42
Self-citation
Metadata
- Authors
- Kauffman, J. M., & Badar, J.
- ORCID
- Kauffman, James M.
- Venue
- Phi Delta Kappan
- Publisher
- SAGE Publications
- Published
- 2016-11-28
- Volume
- 98
- Issue
- 4
- Pages
- 55-59
- ISSN
- 0031-7217 (ISSN-L)
- 1940-6487
- OpenAlex
- W2558790519
- Cited by
- 49
- References
- 12
- Citations by year
- 2026: 1 · 2025: 11 · 2024: 6 · 2023: 7 · 2022: 4 · 2021: 3 · 2020: 2 · 2019: 9 · 2018: 3 · 2017: 3
- FWCI
- 22.19
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Phi Delta Kappan (publishedVersion)
- Topics
- Social Sciences › Education › Collaborative Teaching and Inclusion
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Education › Inclusion and Disability in Education and Sport
- Keywords
- full inclusion, students with disabilities, teacher stress, individual differences, learning diversity, special education
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
