Learning to get along with different kinds of people is one of the keys to being successful in life. School helps you to do this. Inclusion in classrooms allows you to work and get to know all different types of kids.

According to Friend and Bursuck (2002), inclusion is the term used to describe a professional belief that students with disabilities should be integrated into a general education classroom whether or not they can meet traditional curricular standard and should be full members of those classrooms. In this process a regular teacher teaches the class and the special education instructor, a paraprofessional, or a volunteer joins the class to provide support to the classroom teacher. Inclusion was first known as mainstreaming. The term mainstreaming describes the education of students with disabilities with those who do not have disabilities (Friend and Bursuck, 2002).

Along with the many high points of inclusion, there are also down falls. Some people would argue that a special education student should not be placed in a regular classroom for the teacher’s sake. Classrooms are already filled to capacity. There are parents that believe that the placement of a special education student in a regular classroom will take up too much of the teachers attention (Inclusion, 2001).

In my research I have found that inclusion can be very beneficial to the education of all students. Not only do students develop a sense of belonging, but they also learn to respect ones differences, and develop behavioral success. Inclusive classrooms not only provide for success in school, but also for success in whatever you want to do. This could be getting good grades, mastering the piano, or being successful later on in the career that you choose.

In order to ease the inclusion of students with disabilities, it is important that general and special education teachers meet routinely to engage in collaborative problem solving to solve any problems that may arise during the inclusion process. The seven-step INCLUDE model of collaborative problem solving may be helpful in order to conduct this process. The first of the seven steps is to identify environmental, curricular, and instructional classroom demands. After the demand has been identified, the two teachers must note the student’s learning strengths and needs. After making note of the strengths and needs they must check for potential areas of student success. Next they must look for potential problem areas. They should then use the information gathered to brainstorm instructional adaptations. After brainstorming, they

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