Over the past two years, six sets of Italian scholars have responded to questions posed by Giangreco, Doyle and Suter (2012) in a descriptive study about school demographic data pertaining to the inclusion of students with disabilities in Italy. In this reply to those responses, the authors discuss five concerns they share in common with their Italian colleagues: (a) disability identification, labeling and disproportionate placement, (b) the role of the medical model in education, (c) lack of

more »

... ared definitions about inclusive education, (d) roles and capacity of general education teachers, and (e) micro-exclusions in general education schools and classrooms. The authors conclude with potential future directions to facilitate inclusive educational opportunities and outcomes for all students.