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This discussion of inclusive education programs for students with disabilities is organized around a series of comments by critics of the trend and responses to these comments by inclusion advocates. Responses are provided to the following criticisms of inclusion: (1) inclusion is a one size fits all approach; (2) inclusion does not have positive outcomes for nondisabled students; (3) special education children need specialized services that can only be provided out of the regular classroom; (4) the minority students disproportionately placed in special education are there voluntarily so such placement is not a civil rights matter; (5) teachers are unprepared to teach in an inclusive education classroom; (6) teachers should not be required to have children with disabilities in their classroom; (7) extra financial support is likely to erode after an inclusive program has been initiated; (8) special education students cannot be helped by a broken regular system; (9) the law's requirements concerning least restrictive environment do not apply to academic learning; (10) only ideologically driven professionals and a few parents advocate inclusion; (11) school districts are implementing inclusion to save money; and (12) the full inclusion movement is likely to have a profound and destructive effect on public education. (Contains 19 references.) (DB)

Descriptors: Advocacy, Criticism, Disabilities, Educational Philosophy, Educational Trends, Elementary Secondary Education, Federal Legislation, Inclusive Schools, Opinions, Regular and Special Education Relationship, Social Integration, Student Placement











Author: NCERI Bulletin, v3 n1 Spr 1996

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=8861&id=ED396501



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