In this inaugural book in their Inclusive Education for Students with
Disabilities series, Michael L. Wehmeyer and Jennifer A. Kurth explore
central, defining questions for the field of special and inclusive
education: who, what, and where do we teach; what works in inclusive
education; and where does inclusive education go now?
Arguing that the concept of disability for the past fifty years has
emphasized students as incapable and incompetent, the authors propose
instead to build on a growing understanding that students with
disabilities can be successful and meet high expectations, and that
educators have the knowledge and skills to achieve this. From this
strength-based perspective, the presumption is that disability is part
of, and not apart from, typical human functioning.
Using this lens, Wehmeyer and Kurth describe effective practices to
guide instruction in inclusive settings--practices that begin with a
consideration of each student's strengths and capacities, rather than
with a diagnosis.