CRITICAL INCLUSIVE EDUCATION AS A FULL-MEASURE SOLUTION FOR EQUITY, JUSTICE, AND BELONGING

Chelsea L. Waters; Courtney L. Wilt; William A. Proffitt

doi:10.4324/9781003505747-8

CRITICAL INCLUSIVE EDUCATION AS A FULL-MEASURE SOLUTION FOR EQUITY, JUSTICE, AND BELONGING

Chelsea L. Waters
, Courtney L. Wilt
, William A. Proffitt

Teaching and Learning

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Abstract

Concerned with the ways in which traditional school organizations perpetuated exclusion and discrimination under the guise of symbolic compliance and superficial rituals, Tom Skrtic devoted his career to untangling the wicked problem of special education. Through his writings and teachings, Skrtic championed three organizational requirements for equitable and just schools and societies: adhocratic organizations, civic professionals, and deliberative problem-solving. In this chapter, we detail these interlocking conditions after providing rationale for this essential transformation. We then highlight actionable steps to initiate the shift from critical special education to critical inclusive education for all students and families through recommendations for policy, research, leadership preparation, and educator preparation.

Original language	English
Title of host publication	Handbook of Critical Special Education
Subtitle of host publication	Research, Policy, and Practice
Publisher	Taylor and Francis
Pages	87-109
Number of pages	23
ISBN (Electronic)	9781040536186
ISBN (Print)	9781032827032
DOIs	https://doi.org/10.4324/9781003505747-8
State	Published - 1 Jan 2026

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

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10.4324/9781003505747-8

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PB - Taylor and Francis

ER -

CRITICAL INCLUSIVE EDUCATION AS A FULL-MEASURE SOLUTION FOR EQUITY, JUSTICE, AND BELONGING

Abstract

UN SDGs

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