The Regular Education Initiative Debate: Its Promises and Problems

  title={The Regular Education Initiative Debate: Its Promises and Problems},
  author={William Edmund Davis},
  journal={Exceptional Children},
  pages={440 - 446}
  • W. Davis
  • Published 1 February 1989
  • Education
  • Exceptional Children
The most intense and controversial issue presently receiving attention in the special education professional literature is the Regular Education Initiative (REI) debate. The proposed merger of special and regular education into a unitary system has attracted both strong advocates and critics. This article examines the current parameters of this discourse, identifies specific problems and issues related to this debate, and suggests strategies for overcoming perceived obstacles and improving the… 
Broad Perspectives on the Regular Education Initiative: Response to Byrnes
o I appreciate MaryAnn Byrnes' reactions to my article, "The Regular Education Initiative Debate: Its Promises and Problems," which appeared in the February 1989 issue of Exceptional Children (pp.
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The first section of this essay reviews the forces that led to the Regular Education Inititative. Next, relevant findings from the research on school reform, innovation and change, and staff
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This study was conducted to examine education professionals' attitudes toward the Regular Education Initiative (REI). The REI is a proposed reform movement designed to restructure general,
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This paper examines proposals to integrate regular and special education. It offers an overview of pertinent regular and special education-reform efforts, discusses recommendations for unified
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Recent reform initiatives have placed the responsibility for effectively educating students with special learning needs in general education. A driving belief of the "general education initiative" is
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Proposals for radical reform or integration of special and general education, known as the Regular Education Initiative (REI), are consistent with the Reagan-Bush administration's agenda for
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ABSTRACT The Regular Education Initiative (REI) has been proposed in the United States as a means of integrating special education students into regular classes. REI has caused considerable debate as
The Regular Education Initiative
Two common assertions regarding the Regular Education Initiative are that general educators have neither the willingness nor the competence to serve students with handicaps. Illinois educators were


Tolerance and Technology of Instruction: Implications for Special Education Reform
It is argued that brute force attempts to absorb, current special education functions into regular classrooms will necessarily fail and that regular classroom teachers cannot be equally effective with difficult-to-teach students without either substantial increases in usable instructional resources or adoption of powerful instructional technologies.
Arguable Assumptions Underlying the Regular Education Initiative
It is argued that students are not overidentified for special education, and the gap between regular and special education is not widening, and teachers are always faced with the dilemma of maximizing mean performance versus minimizing group variance.
The National Education Reports and Special Education: Implications for Students
The omission of special education from the national reports in terms of negative implications for low-achieving students and those currently receiving special services is examined.
Improving Services for Problem Learners
  • B. Keogh
  • Education
    Journal of learning disabilities
  • 1988
It is concluded that conditions necessary for restructuring include a stable and coherent policy of support for research and evaluation, the study of programs as well as of individuals, and recognition of the need for multiple and competing program models.
Examining the Research Base of the Regular Education Initiative
Though these limitations in the research supporting the Regular Education Initiative do not prove that special education is effective, it is believed a variety of regular and special education service configurations for mildly handicapped students should still be available.
Secondary Programs in Special Education: Are Many of Them Justifiable?
  • E. Edgar
  • Education
    Exceptional children
  • 1987
The author suggests a radical change in secondary programs for mildly handicapped students, away from academics and toward functional, vocational programs.
The New Push for Excellence: Widening the Schism between Regular and Special Education
The national reports are an impediment to the merger of special and regular education because accountability demands make classroom teachers less willing to take responsibility for hard-to-teach children.
A Rationale for the Merger of Special and Regular Education
The purpose of this article is to provide a rationale for the merger of special and regular education into one unified system structured to meet the unique needs of all students. The rationale for
The Crisis in Special Education Knowledge: A Perspective on Perspective.
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The Necessary Restructuring of Special and Regular Education
It is recommended that a program of pilot projects be initiated in conjunction with regular educators to redesign categorical programs and policies in special education for mildly handicapped students.