Impact 16(1)

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Feature Issue on Revisiting Inclusive K-12 Education

Published by the Institute on Community Integration (UCEDD) and the Research and Training Center on Community Living, College of Education and Human Development, University of Minnesota • Volume 16 • Number 1 • Winter 2003

From the Editors

Why revisit inclusive education? It has been six years since the last issue of Impact dedicated to this topic. Since that time much has been learned about what inclusion means and how to make it happen. The purpose of this issue is to provide an update from a variety of informed perspectives – families, educators, researchers, and policymakers. It is hoped that the stories, strategies, and reflections shared will affirm the commitments of people who have made creating inclusive school communities a central focus in their lives and work. We also hope to encourage continued good works on behalf of today's children and youth so that they grow up and learn together well in our increasingly diverse society.

With this issue we also want to honor the legacy of inclusion pioneer Marsha Forest, who passed away June 2, 2000, after a 12-year struggle with cancer. Marsha co-founded, with her husband Jack Pearpoint, the Centre for Integrated Education and Community (now the Marsha Forest Centre), and Inclusion Press, in Toronto. Marsha waged love and battles in classrooms; living rooms; church, synagogue, and mosque basements; union halls; lecture theatres; auditoriums; court rooms; and university lecture halls to help us see and work toward the vision of inclusion and justice for all. Her message to us, then and now, is that we must build a better world for our children, and that we must never give up.

What's Inside

Overview Articles

Inclusion: A Road Worth Taking

Perspectives on the Vision of Inclusion: The Voices of Experience

Inclusive School Communities: 10 Reasons Why (sidebar)

Lessons Learned on the Way Toward Inclusion

But, What About...? Supporting Students With the Most Significant Disabilities

Teaching to Diversity in an Age of Standards

Meaningful Learning (and Good IEPs) Amidst the Learning Standards Movement

Decision-Making in Inclusive Education: The Role of Special Education Directors

The Paraeducator Role in Inclusive Schools (sidebar)

What's Working and What's Not for Your Team?

Special Educators as Teacher Leaders in Inclusive Schools

Program Profiles

Each Belongs: 32 Years of Full Inclusion

Inclusive Urban Schools: The National Institute for Urban School Improvement

Web Sites with Inclusion Resources (sidebar)

Leading Social Change in Collaborative and Inclusive Practice: One Middle School's Journey

What Matters Most: Ensuring That High School Students With Disabilities Are Members of...

Strategies for Supporting Friendship for All Students

Resources for Identifying and Meeting Social Needs (sidebar)

Inclusion at Birch Grove Elementary

Publication Information

Managing Editor: Vicki Gaylord

Issue Editors:

Terri Vandercook Special Education Department University of St. Thomas Minneapolis, Minnesota
Jennifer York-Barr Department of Educational Policy and Administration, and Institute on Community Integration University of Minnesota Minneapolis, Minnesota

Impact is published quarterly by the Institute on Community Integration (UCE), and the Research and Training Center on Community Living, College of Education and Human Development, University of Minnesota. This issue was supported, in part, by Grant #90DD0506/01 from the Administration on Developmental Disabilities, US Department of Health and Human Services; and Grant #H133B980047 from the National Institute on Disability and Rehabilitation Research, US Department of Education

The opinions expressed are those of the authors and do not necessarily reflect the views of the Institute, College, University, or their funding sources.

For additional copies or information contact:

Institute on Community Integration University of Minnesota 109 Pattee Hall, 150 Pillsbury Drive SE Minneapolis, MN 55455 612/624-4512

Impact is available in alternative formats upon request.


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Retrieved from the Web site of the Institute on Community Integration, University of Minnesota ( Citation: Gaylord, V., Vandercook, T., and York-Barr, J. (Eds.). (2003). Impact: Feature Issue on Revisiting Inclusive K-12 Education, 16(1) [online]. Minneapolis: University of Minnesota, Institute on Community Integration. Available from


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