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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.
Web Sites with Inclusion Resources (sidebar)
Managing Editor: Vicki Gaylord
- 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 email@example.com
Impact is available in alternative formats upon request.
Retrieved from the Web site of the Institute on Community Integration, University of Minnesota (http://ici.umn.edu). 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 http://ici.umn.edu/products/impact/161.
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