A Commentary on Inclusion and the Development of a Positive Self-Identity by People with Disabilities

Susan Stainback, William Stainback, Katheryn East, Mara Sapon-Shevin

Research output: Contribution to journalArticle

25 Citations (Scopus)

Abstract

A growing number of concerned individuals throughout the world, including people with disabilities, their parents, and educators, are advocating that students with disabilities be educated in the mainstream of neighborhood classrooms and schools. However, some disability-rights advocates believe that if people with disabilities are to have a well-developed sense of identity as adults, they need to have had opportunities in their school years to associate with other people (both children and adults) having similar characteristics and interests. In this article, we examine this issue and provide one perspective on how it might be addressed.

Original languageEnglish (US)
Pages (from-to)486-490
Number of pages5
JournalExceptional Children
Volume60
Issue number6
DOIs
StatePublished - 1994

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Disabled Persons
disability
inclusion
Parents
Students
school
parents
educator
classroom
student

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

A Commentary on Inclusion and the Development of a Positive Self-Identity by People with Disabilities. / Stainback, Susan; Stainback, William; East, Katheryn; Sapon-Shevin, Mara.

In: Exceptional Children, Vol. 60, No. 6, 1994, p. 486-490.

Research output: Contribution to journalArticle

Stainback, Susan ; Stainback, William ; East, Katheryn ; Sapon-Shevin, Mara. / A Commentary on Inclusion and the Development of a Positive Self-Identity by People with Disabilities. In: Exceptional Children. 1994 ; Vol. 60, No. 6. pp. 486-490.
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