School-Linked Services Integration

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Abstract
This article considers the implications of the school-linked services integration reform movement for professional practice and discourse in the fields of special and remedial education, as well as for the broader political goal of democratic transformation in america. although we see the services integration policy agenda as an important vehicle for addressing a variety of interrelated social and educational problems associated with the transition to a postmodern society, we argue that it hasn't been adequately theorized in terms of the methods of discourse and value orientation necessary to achieve its explicit and implicit goals. we begin with a discussion of postmodern theorizing in which we identify pragmatism as providing the appropriate method and value analytic framework for realizing the goals of the school-linked services integration movement and the broader aim of democratic transformation. then, we consider some key examples of the school-linked services integration concept, noting their affinity with those of school restructuring and inclusive education reform efforts'in education, as well as the affinity of all three reform movements with the democratic principles of voice, participation, and inclusion. we highlight these democratic themes to show that, in a broad sense, inclusion embodies the new cultural logic of postmodernity.