ABSTRACT
There was a time in the not too distant past when inclusive high schools for youth with signifi - cant disabilities were unthought of, as special schools for “the handicapped” proliferated (Brown et al., 1989). Youth with signifi cant disabilities were seen as learning better in small classes with other youth who had similar disabilities, and, administratively, it was viewed as more convenient to keep all of these students in the same building. Philosophically, a “separate but equal” mentality seemed to guide practice ( Brown v. Board of Education , 1954). At the high school level, many students with and without disabilities often present a variety of behavioral challenges, and this contributed to the nature of segregated programs. Additionally, there are many more extracurricular activities that are available in secondary than in elementary schools, and these activities were not seen as appropriate for youth with disabilities.
