ON THE FAILURE OF IMAGINATION IN INCLUSIVE SCHOOLING

Based on the first-generation attempts al inclusion described in these case studies, this analysis poses three questions: What are the botto m-line practices we ought to expect in inclusive classrooms and from a ll the teachers who work in them? What might the relationship look lik e between the classrooms themselves and the schools and the administra tors who lead them? And, how can we best use these case studies to sti mulate the development of the next generation of inclusive classrooms?