The United States (US) system of special education committed three original sins that perpetuate inequities between children with disabilities and their peers. The purpose of this paper is to examine the history of the US system, contrast this history against international disability law and identify opportunities for leaders to transform policy and practice for inclusive education.,This paper explores the development of the three sins in US special education law: (1) weaving throughout it a medical model of disability, (2) failing to mandate inclusion and (3) hampering meaningful enforcement. The paper contrasts the US system with the United Nations (UN) Convention on the Rights of Persons with Disabilities (CRPD), an international law adopted by 180 nations that requires inclusion of people with disabilities at all levels of systems.,This paper finds that the United States has not embraced inclusion in education, but has permitted a continuum of segregation and integration. After a discussion of the three sins and the CRPD, the authors describe opportunities for international and US leaders to learn from the original sins of the United States and develop a system of true inclusion for all students through the transformation of policy and practice.,This paper contributes to the literature on policy development and implementation, with implications for future amendments to US education law and international public administration of education.

中文翻译：

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原始罪过：美国特殊教育模式的教训和领导者的机会

美国的特殊教育体系犯下了三种原罪，使残疾儿童与其同龄人之间的不平等长期存在。本文的目的是研究美国制度的历史，将此历史与国际残疾法进行对比，并为领导人提供机会，以改变包容性教育的政策和实践。本文探讨了美国特殊教育中三大罪过的发展法律：（1）在整个疾病中编织一种残疾医学模型，（2）无法强制包容，以及（3）妨碍有意义的执法。本文将美国系统与《联合国残疾人权利公约》（CRPD）进行了对比，该公约是180个国家/地区通过的一项国际法，要求将残疾人纳入所有系统级别。本文发现，美国并未接受包容性教育，但允许了隔离和融合的连续性。在讨论了三种罪过和《残疾人权利公约》之后，作者描述了国际和美国领导人有机会向美国的原始罪恶学习，并通过政策和实践的转变为所有学生建立真正包容的系统的机会。该论文为有关政策制定和实施的文献做出了贡献，对未来对美国教育法和国际公共教育行政管理的修正产生了影响。