Inclusion and transition: Partners in progress or policy paradox?

Bryan G. Cook, Phillip D. Rumrill

Research output: Contribution to journalArticlepeer-review

6 Scopus citations


The article examines the compatibility of inclusion and transition, two of the most important reforms to affect the field of special education in recent years. The main premise is that the noble ideals associated with full inclusion have the potential to contravene the delivery of responsive and proven-effective career services for students with disabilities as they make the transition from public schools to the world of work. Additional emphasis is placed on casting inclusion and transition within the context of contemporary reforms in general education, most notably the quest for academic excellence and the related practice of high-stakes testing.

Original languageEnglish
Pages (from-to)13-21
Number of pages9
Issue number1
StatePublished - 2000


  • Educational
  • Inclusion
  • Reform
  • Special education
  • Transition

ASJC Scopus subject areas

  • Rehabilitation
  • Public Health, Environmental and Occupational Health


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