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The introduction summarizes research findings of educational and affective benefits, then contrasts them with critics’ concerns about pilot programs, monitoring, and the need to maintain an individualized service continuum.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/healthcare/","Healthcare",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/responsible-inclusion-of-students-with-disabilities-by-thomas-p-lombardi/324398/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/responsible-inclusion-of-students-with-disabilities-by-thomas-p-lombardi/324398.png","ImageObject",300,407,{"name":42,"@type":43},"Valentina","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-23","2026-09-21",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How does the book define inclusion?","Question",{"text":63,"@type":64},"Inclusion is described as educating each student with a disability in the school and, when appropriate, in the class the child would have attended if not disabled. The guiding principle is to bring services to the student rather than moving the student to services.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What evidence does the introduction cite about inclusion’s impact?",{"text":68,"@type":64},"Research discussed in the introduction reports significant, consistent educational achievements and increased affective skills for students with disabilities in inclusive classrooms.",{"name":70,"@type":61,"acceptedAnswer":71},"What concerns do critics raise about inclusion?",{"text":72,"@type":64},"Critics caution that positive results may come only from pilot programs and that regular schools may not provide careful monitoring. 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\nWARD EDWARDS LIBRARY  \nit West  \nThomas ]Virginia UrUniversity(zona Childi  \nr at the  \nhe Ari-  \nicut.  \nUniver-  \nLombardisity of ArizCollege,ancnecticut Staing strategitechnology  \ningfield  \nCentralMISSOURI STATE UNIVERSITY  \nrn Con-  \nlearn-  \nucation  \nCMSU 1431·90  \nis the  \nLombardi  \nauthor of Career Aaaptive benavior inventory,special students andOur Schools and ITPA:Clinical Interpretation and Remediation.Healso is the author of fastback 345 Learning Strategies for ProblemLearners.A certified Strategy Intervention Model trainer,he pro-vides training,workshops,and consultation for schools and industry.  \nLombardi was named Outstanding Teacher three times by the WestVirginia University College of Human Resources and Education andin 1989 was a finalist for the West Virginia Professor of the YearAward.Active in a number of professional organizations,he hasreceived both leadership and research awards from the West VirginiaUniversity Chapter of Phi Delta Kappa.  \nSeries Editor,Donovan R.Walling  \nResponsible Inclusion ofStudents with Disabilities  \nbyThomas P.Lombardi  \n011 F37 no.0373  \nResponsible inclusion of students with disabilitiesLombardi,Thomas P.  \nLibrary of Congress Catalog Card NumberCENTBAL MISSOUIISBN 0-87367-373-5STATT UNIVERSIT  \nCopyright @1994 by the Phi Delta Kappa Educatiomarensierg.Bloomington,Indiana  \nMissouri  \n7226  \n4  \nThis fastback is sponsored by the TampaFlorida Chapter of Phi Delta Kappa,whichmade a generous contribution toward publi-cation costs.  \nThe chapter sponsors this fastback to hon-or the teachers in special education,whosedevotion and guidance have opened theworld of learning to children with specialneeds.  \nTable of Contents  \nIntroduction……………………  \nA Word of Caution ..  \nThe Basis for Inclusion  \nLegal Mandates .  \nMoral Principles  \nResearch …………………  \nModels…………………  \nDirect Instruction..  \nStrategy Intervention Model  \nTeacher Assistance Team  \nVermont Consulting Teacher  \nEducation and Training……  \nTeacher Training………………………  \nAdministrator Training ……  \nTraining Other Professionals  \nNew Roles and Responsibilities  \nConsultation ………………………………  \nCollaboration ……………………………………  \n…………………7  \n………………………10  \n………10  \n……12  \n14  \n16  \n..  \n……16  \n………………………18  \n………………………19  \n………………………21  \n………………………23  \n………23  \n……24  \n………25  \n·  \n……………………………26  \n…………………………26  \n……………………………27  \n587226  \nModifying Instruction……  \nCurricula………………………………  \nMethods of Instruction  \nMaterials……………………  \nInclusion Checklists.  \nReferences ..  \n……………30  \n………30  \n………31  \n..32  \n……34  \n…………37  \n# Introduction\n\nA△  \nAIs early as the 1960s,I was involved in a federal project to pre-pare school personnel to meet the needs of students with disabilitiesin regular classes.Since then,a number of concepts and mandateshave emerged under such labels as normalization,mainstreaming,least restrictive environment,and integrated education.The latest andperhaps most comprehensive label is inclusion.  \nThere is no single,universally accepted definition for inclusion.However,it is generally agreed that inclusion involves a commitmentto educate each student with a disability in the school and,when ap-propriate,in the class that child would have attended had the childnot had a disability.The guiding principle behind inclusion is to bringthe services to the student,rather than the student to the services.All faculty and administrators have as much responsibility in theeducation and training of students with disabilities as they do withstudents who do not have formally diagnosed disabilities.  \nProfessional and parent associations,including the Council forExceptional Children,the Learning Disabilities Association,and theNational School Boards Association,have developed position paperson the inclusion movement.Most are cautiously optimistic about thepositive potential of inclusion.  \nMuch of the research on inclusion has demonstrated that","cbCaipqbAa9GZooU","https://ap.wps.com/l/cbCaipqbAa9GZooU","pdf",1070237,44,"English","# Introduction\n## A Word of Caution\n## The Basis for Inclusion\n### Legal Mandates\n### Moral Principles\n## Research\n## Models\n## Direct Instruction\n## Strategy Intervention Model\n## Teacher Assistance Team\n## Vermont Consulting Teacher\n## Education and Training\n## Teacher Training\n## Administrator Training\n## Training Other Professionals\n## New Roles and Responsibilities\n## Consultation\n## Collaboration","[{\"question\":\"How does the book define inclusion?\",\"answer\":\"Inclusion is described as educating each student with a disability in the school and, when appropriate, in the class the child would have attended if not disabled. The guiding principle is to bring services to the student rather than moving the student to services.\"},{\"question\":\"What evidence does the introduction cite about inclusion’s impact?\",\"answer\":\"Research discussed in the introduction reports significant, consistent educational achievements and increased affective skills for students with disabilities in inclusive classrooms.\"},{\"question\":\"What concerns do critics raise about inclusion?\",\"answer\":\"Critics caution that positive results may come only from pilot programs and that regular schools may not provide careful monitoring. They also warn against total inclusion and emphasize preserving a continuum of service placements for individualized decisions.\"}]","Responsible Inclusion of Students with Disabilities - by Thomas P. Lombardi | PDF",1789967815,111]