IMPLEMENTING INCLUSION AT THE MIDDLE SCHOOL LEVEL - LESSONS FROM A NEGATIVE EXAMPLE

This article summarizes lessons learned from a formative evaluation of one attempt to implement inclusion of students with mild to moderate mental impairment (MMMI) in general classes in a suburban middle schoo l. We compared the process and outcomes aft his attempt with intention s of key players, results of school-change research, and consideration s of treatment integrity and social validity. Results of a statistical analysis of peer attitudes were used as additional outcome data. Alth ough full inclusion was not successfully implemented during the year o f evaluation, several lessons were learned, which can be applied to ot her attempts to implement inclusion at the middle school level.