Special Educators' Language: Do We Understand Each Other?

Overview & Synopsis

This literature review examined five terms used to describe the inclusion of students with disabilities in general education schools and classrooms. The objective was to determine if these terms have consistent definitions and descriptions. Major journals and texts in education, and position statements and newsletters from special education organizations, were searched to obtain definitions and descriptors for the following terms: mainstreaming, integration, inclusion, regular education initiative, and supported education. The search was primarily limited to the years 1989 to 1994. Using a combination of qualitative methods, definitions and descriptions were compared to identify major similarities, differences, and major themes. The results indicate that educators, especially special educators, do not have clear and agreed-upon definitions and descriptions. This lack of a universally understood language has implications for education reform, student service provision, and communication and cooperation among special educators, as well as with general educators. (Contains 82 references.) (SW)