This new field of inclusive education: beginning a dialogue on conceptual foundations.

Numerous scholars have suggested that the standard knowledge base of the field of special education is not a suitable intellectual foundation for the development of research, policy, and practice in the field of inclusive education. Still, we have yet to have a dialogue on what conceptual foundations may be most generative for the growth and development of the field of inclusive education. This article imagines and initiates such a new dialogue among educational researchers and teacher educators about the intellectual resources that can best support inclusive educators everywhere.

"Why not have fun?": peers make sense of an inclusive high school program.

Including students with significant disabilities at the high school level has been a subject of increasing research in recent years. This study explores the experiences of a high school student with significant disabilities, Michael, through the narratives of his peers. Participant observation in the building indicated that Michael remained on the periphery of mainstream school experiences as his peers worked with an institutional narrative that was predicated on normative expectations of all students.

"I didn't think I was going to like working with him, but now I really do!": examining peer narratives of significant disability.

Mainstream research that examines relations between students with significant disabilities and their peers continues to assess such relations on the capacity of students with significant disabilities to evoke and sustain them. This article adopts a disability studies approach to situate peer relations within the larger classroom context. The author draws on the data collected from a qualitative study that investigated the participation of a student with significant disabilities, Harry (a pseudonym), in an inclusive 1st-grade classroom.