12.14.2017 | Chalkbeat New York | “We do worry that in the hands of an unskilled teacher that kids will not necessarily feel welcomed and they’ll still be separated out and made to feel different” said Maggie Moroff, a disability policy expert at Advocates for Children. “It’s pretty exciting to me to see that’s not necessarily true.”… Surprisingly, it made little difference whether students with disabilities were in “self-contained” classes — essentially classes comprised only of students with disabilities — or were in classrooms that included non-disabled peers: Both groups reported similar feelings of inclusion. (The findings don’t include students in District 75, a separate set of schools that are even less inclusive, since the schools themselves are only for students with disabilities.) Moroff, the special education advocate, said the finding surprised her and noted it could reflect that students in more segregated settings aren’t necessarily aware of more inclusive models. “It’s very possible there that there’s a level of interaction they’re not having,” Moroff said, “that they don’t even expect to be taking place.” Lire l'article