In a recent journal article, Fuchs et al. refer to inclusion advocates as “abolitionists” and those supporting the status quo as “conservationists.” In this edition of the Weeklyish, we clarify that the new abolitionists argue for the abolition of the dual special and general education system, advocating for special education to be viewed as a service, not a place, as stated in IDEA.
Hello Inclusionists,
I would rather not write about Douglas Fuchs anymore.
I want to clarify that my intention is not to have any beef with Mr. Fuchs. I don’t know him personally, and the more I write about his words, the more it feels like I’m making it personal and giving his words more oxygen, which is not my goal.
Fuchs and friends published an article in the Journal of Learning Disabilities last month highlighting the debate of where students with disabilities should be educated. It’s a good question, but I would argue that the debate has been settled.
But that isn’t the reason why I feel compelled to write this edition of the Weeklyish.
In the article, Fuchs characterizes people who are pursuing inclusion as “abolitionists” who argue that “all special education placements should be abolished,” advocating instead for full inclusion of students with disabilities in general classrooms.
He actually calls us a term that was used for people who advocated for the end of slavery. Yep, his words, not mine.
And he calls people who support maintaining a continuum of special and general education placements as “conservationists.” Which begs the question, why not close the loop and call themselves “segregationists?” Because continuing to support the status quo perpetuates a system that segregates learners into special education classrooms further setting their trajectory to more segregation later in life.
To be clear, we as abolitionists are striving to abolish the silos of the dual special and general education system where all students get what they need. A system where special education can be a service for children rather than a place where they are sent (like it says in the law).
In his view, conservationists have research on their side. But do they? When research, especially for learners with more extensive support needs, shows that outcomes are better in fully inclusive schools and districts?
This is not meant to be a complete rebuttal of Fuchs et. al. There are many people who are more qualified to do that. But, for our purposes, I have some questions for everyone who advocates for a more inclusive education system and inclusive world.
How will you challenge segregationists in your school or district? What specific practice can you dismantle to move us closer to true inclusion? What bold action will you take today as we enter into the new abolitionist movement?
Our students can’t wait another generation for authentic inclusion.
Tim Villegas
Director of Communications
Maryland Coalition for Inclusive Education
P.S. I’d love to know what you are doing to pursue true inclusion in your neck of the woods. Email me about it!
Reimagining special education: A conversation on inclusion with Jenna Rufo
In a special live podcast episode last week, I had an insightful conversation with Jenna Rufo about the current state of special education. We delved into the need for reforming the Individuals with Disabilities Education Act (IDEA), the importance of inclusive practices, and the challenges around funding and educational placements. We also discussed the bureaucratic hurdles parents face in due process and shared innovative ideas for co-teaching and resource allocation. Jenna and I cleared up misconceptions about the Least Restrictive Environment (LRE) and emphasized the need for more support in general education settings. We also touched on the ongoing 504 lawsuit and its implications for potential discrimination against students with disabilities. Finally, we encouraged everyone to engage in advocacy by reaching out to legislators about disability rights and education policies. It was a packed episode, and I think you’ll find it really enlightening!
Peer tutoring: A key to inclusive education success with Rebecca Brooks
During our regularly scheduled podcast episode, I had a fascinating chat with Rebecca Brooks about peer tutoring as a key strategy in inclusive education. We started by defining peer tutoring and distinguishing it from peer buddy systems. Rebecca shared her wealth of experience on setting up effective peer tutoring systems, highlighting the benefits for both students with disabilities and their peers. We discussed the logistics of selecting and training peer tutors, ensuring ethical practices, and the significant academic and social benefits for all students involved. Rebecca also emphasized how these interactions prepare peer tutors for diverse and inclusive roles in society. With plenty of insightful anecdotes and practical advice, this episode is a must-listen for educators, administrators, and advocates of inclusive education. Don’t miss it!
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Tim Villegas is an internationally recognized expert in inclusive education who joined MCIE as the Director of Communications in 2020. He has appeared on over 20 podcasts, presented at numerous conferences, and launched the Think Inclusive blog and podcast. Tim founded the newsletter The Weeklyish in 2020 and produced the audio documentary series Inclusion Stories in 2023. Since joining MCIE in 2020, he has led their communications and marketing efforts, drawing on his 16 years of experience as a special education teacher and program specialist.