Creating an Inclusive School.

Creating an Inclusive School Eds. R.A. Anderson and J.S. Thousand 1995 ISBN 0-87120-251-4 Alexandria, VA: Association for Supervision and Curriculum Development 185 pp $15.95

This carefully edited book reads with one voice: Strong support for mainstreaming all children, including those with severe disabilities. It describes the historical and legal contexts of such practices, provides reorganization frameworks with which to create teamwork among teachers and all other support professionals, outlines some how-to's of planning and climate-setting, and speaks to the benefits of inclusion accruing to both disabled and nondisabled children. Interspersed stories constitute vivid personal testimonies to which only the hardest of hearts could be closed. As a position statement of the Association for Supervision and Curriculum Development (ASCD), this little volume promises to be an effectively persuasive tool for parents, administrators, school boards, school support professionals, and possibly teachers, though the last of these groups might justifiably feel overwhelmed by the magnitude of the new responsibilities to be faced.

A critical chapter entitled, The Rationales for Creating Inclusive Schools, written by the editors, lists the following major goals of public education: belonging, mastery, independence, and generosity. Academic goals are addressed only under the diverse mastery category: "Having success and becoming competent in something or some things," "Being well rounded... a good problem solver... motivated...literate... able to use technology...a lifelong learner," "Reaching potential in areas of interest (p. 29)." Clearly, high academic standards are de-emphasized in this model.

I was able to find three references to gifted children, only one addressing the critical question, "How are the needs of children identified as gifted and talented going to be met in general education classrooms? These children shouldn't be held back in their learning or be expected to teach other children They are the leaders of tomorrow (p. 143)." Predictably, the authors, in response, address diverse non-academic intelligences, and propose individualization, constructivist learning, in-depth studies in areas of interest, and access to technology, out-of-school mentors, and college courses. While not entirely rejecting pull-out programs, although they see such practices as contributing to mediocrity in regular classrooms, they argue that "what the world needs most at present are more peacemakers and better collaborators (p. 145)." It is disturbing to find an influential organization such as ASCD blithely promoting not only an anti-intellectual view but, without empirical evidence, a characterization of ability-grouped GATE programs as encouraging "lack of tolerance of others and...individualistic and competitive work styles (p. 144)." The book strongly implies that for gifted children, schools must downplay academic goals and the personal growth that comes with their attainment in order to teach children to accept others of diverse backgrounds, capacities, and incapacities. Must we sacrifice one set of priorities for the other? I don't think so.

Reviewed by Nancy M. Robinson, Professor of Psychiatry and Behavioral Sciences and Director of the Halbert Robinson Center for the Study of Capable Youth, University of Washington. Her career has spanned studies in the fields of both mental retardation and giftedness.