Argues for reframing inclusionary practices as pedagogies for equity that attend to the intersectional dynamics of race, class, and disability. He also encourages more local control over the implementation of inclusionary classroom practices.
Olander, L. (2016). Rethinking "Those Kids" : Lessons Learned from a Novice Teacher's Induction Into In/Exclusion. Occasional Paper Series, 2016 (36). Retrieved from http://educate.bankstreet.edu/occasional-paper-series/vol2016/iss36/4