DEBATING INCLUSION IN SYNECDOCHE, NEW-YORK - A RESPONSE TO GRESHAM AND MACMILLAN

Gresham and MacMillan review what the research says about the comparat ive development of socialization skills in children with disabilities placed in inclusive or noninclusive educational programs. Our article responds by arguing that a comprehensive review of the inclusion debat e needs to cast a bigger net than the one used by Gresham and MacMilla n. We briefly refer to some of the additional research and interpretiv e perspectives that seem relevant to considerations of inclusion and d iversity in America's schools.