Inclusive Quality Education

TASH supports a vision of high expectations for all students and a commitment to a set of learning goals or standards that are strong, clear, understood, and put into practice. TASH values and supports diversity, and recognizes both the legal right to and the reciprocal benefits of inclusive education.

Inclusion, the word used to define the outcome of quality education whereby a child with disabilities receives individualized services and supports in the school they would attend if they did not have a disability, remains a "hot" topic. True inclusive schooling can only be achieved in the general education classroom with same age peers without disabilities, but it cannot be achieved by placement alone.

Researchers and educators are asking "Does inclusion work?," or "Which students can benefit from inclusion?" Parents seem to be asking "Is inclusion for my child a good idea?"

TASH members have demonstrated through research and practice that inclusive education can work for all children, including those who have been labeled with the most significant disabilities. TASH members, therefore, ask a different question: "How can we achieve inclusion for all students?"

1 Taylor, Steven J. Z (2001). Foreword, The Foundations of Inclusive Education, TASH: Baltimore MD

TASH Resolution on Inclusive Education
Rights to Inclusive Quality Education
What the Research Says: Inclusive Education Achieves Results
Q&A About Inclusive Education
Articles & Publications
Links for Inclusive Education