Should Inclusion Include Every Student?

Differing Views on a controversial topic

from About.com

Inclusion, or mainstreaming, is a controversial issue in special education. Advocates of the policy believe that all children should be included in the general classroom, regardless of their disability. Those who oppose it cite a number of reasons for their objections, including behavioral problems and the rights of non-handicapped children to learn in an appropriate environment.

The following policy statements about inclusion from various organizations explain some of the controversy. More information about inclusion is available on The Inclusion Pages.

Council for Exceptional Children
CEC believes that a continuum of services must be available for all children, youth, and young adults. CEC also believes that the concept of inclusion is a meaningful goal to be pursued in our schools and communities. In addition, CEC believes children, youth, and young adults with disabilities should be served whenever possible in general education classrooms in inclusive neighborhood schools and community settings. Such settings should be strengthened and supported by an infusion of especially trained personnel and other appropriate supportive practices according to the individual needs of the child. (CEC, 1993)

American Federation of Teachers, AFL-CIO
Full inclusion poses a number of problems. First, there is no one-size-fits-all placement for disabled students. Different students have different needs, and the continuum of placements was designed to provide for them. Second, many districts adopting full inclusion are not providing regular classroom teachers with the training, equipment, qualified aides, and other supports they need to teach disabled children effectively. Finally, some disabled children are so violent and disruptive that their presence in the regular classroom virtually brings education to a halt for all of the students there. Existing laws make it difficult to remove such students from the classroom and place them in alternative settings.

The American Federation of Teachers has called for a moratorium of full inclusion and supports a review of federal, state, and local laws and regulations governing special education. The AFT believes that placements should be determined by the needs and abilities of the child and that when disabled students are appropriately "included" in regular classes, teachers be given adequate training and support services. (American Federation of Teachers, 1996)

The Association for Persons with Severe Handicaps (TASH)
Resolution
WHEREAS the democratic ideals of American society can be best served and protected when diversity is highly valued and seen as the norm in al schools; when all students are viewed as active, fully participating members of the school community; and when the reciprocal benefits of full inclusion for all students is understood and celebrated;

BE IT RESOLVED that TASH reaffirms a definition of inclusion that begins with the educational and moral imperatives that students with disabilities belong in general education classrooms and that they receive the supports and services necessary to benefit from their education in the general education setting. Inclusion proceeds to and is fully defined by a new way of thinking based upon current understandings about how all children and young people are educated; a new way of thinking that embraces a sociology of acceptance of all children into the school community as active, fully participating members; that views diversity as the norm and maintains a high quality education for each student by assuring effective teaching powerful pedagogues and necessary supports to each child in the general education setting.

BE IT FURTHER RESOLVED that TASH calls upon local, state, provincial, regional and federal governments, as well as all related organizations, to stand accountable for the development and maintenance of educational opportunities for all students that are fully inclusive and ultimately effective; and that the United States Government be urged to vigorously enforce, at all levels, legislation already enacted that assures such accountability, development, and maintenance. (TASH, 1993)

Council of Administrators of Special Education, Inc. (CASE)
CASE believes in and supports the evolving practice of inclusion for all students as an appropriate goal of our educational community. CASE believes that the decisions about an appropriate education for students must be made on tan individual student basis. While there are those exceptions where full inclusion is not appropriate, we believe strongly in the goal of including ALL children with disabilities into their own school and community. This necessitates a shift in the focus of IEP teams from the place for a student to the intensity and scope of services that a student needs to be appropriately educated. (Council of Administrators of Special Education, 1994)

Council for Learning Disabilities
The Board of Trustees of the Council for learning Disabilities (CLD) supports school reform efforts that enhance the education of all students, including those with learning disabilities (LD). The Council supports the education of students with LD in general education classrooms when deemed appropriate by the Individual Education Program (IEP) team. Such inclusion efforts require the provision of needed support services in order to be successful. One policy that the Council cannot support is the indiscriminate full-time placement of all students with LD in the regular education classroom, a policy often referred to as "full inclusion." CLD has grave concerns about any placement policy that ignores a critical component of special education service delivery: Program placement of each student should be based on an evaluation of that student's individual needs. The Council cannot support any policy that minimizes or eliminates service options designed to enhance the education of students with LD that are guaranteed by the Individuals with Disabilities Education Act. (Council for Learning Disabilities, 1993)

Council for Children with Behavioral Disorders (Subdivision of the Council for Exceptional Children)
Consistent with IDEA, CCBD supports a full continuum of mental health and special education services for children and youth with emotional and behavioral disorders. Educational decisions depend on individual student needs. Consequently, in contrast to those individuals in groups who advocate for full inclusion, CCBD does not support the notion that all special education students, including those students with emotional and behavioral disorders, are always best served in general education classrooms...