In 1955, the story of a brave and tired woman named, Rosa Parks was put in front of this country's awareness (What is Inclusion). This woman had gotten historically "tired" of being denied equality. She wanted to be included in society in a full way, something which was denied to people labeled as "black". Therefore, Rosa Parks sat down on a bus in a section reserved for "white" people. When Rosa was told to go to "her place" at the back of the bus, she refused to move, was arrested, and history was challenged and changed. All of this happened because Rosa Parks was tired, historically tired, of being excluded. She had sat down and thereby stood up for inclusion. Another cry for inclusion is being heard today. This cry is being raised by people with disabilities.

In the past, it was quite common for children with disabilities to be institutionalized or home schooled (Kavale, 279). Then, in the early twentieth century, many compulsory attendance laws were passed that enabled some of the children with disabilities to attend public schools. However, in 1919, the Supreme Court declared, in Beattie v. Board of Education, that a school could exclude a child who had a condition that

With respect to self perceptions among students with disabilities in integrated settings it was found that there was low levels of global self-worth, academic competence, and behavioral conduct (Full Inclusion). Simple contact with students with disabilities in itself does not result in more favorable attitudes and improved acceptance. The nature and quality of interactions were significant influences on the way attitudes developed, and any objectionable behavior on the part of students with disabilities quickly resulted in less favorable perceptions among their peers in general education. Additionally, if there was a strong academic focus in the classroom, then perceptions about students with disabilities not keeping up my result in less teacher tolerance and less peer acceptance.

Administrators, because of their leadership positions, were viewed as playing a significant role in the success or failure of mainstreaming (Full Inclusion). Principals however, demonstrated a lack of their knowledge about students with disabilities and often perceived little chance of success in general education, particularly students with the label "mentally retarded". Additionally, principals indicated that pullout programs were the most effective placements, that full-time general class placements offered more social than academic benefits, and that support services were not likely to be provided in general education classrooms. When the attitudes about mainstreaming of teachers and administrators were compared, the most positive attitudes were held by administrators, the individuals most removed from the reality of the classroom. Critical differences between principals' and teachers' opinions about inclusion are including differing perceptions concerning the possibilities for enhanced academic achievement, what really works best, and the level of resources being committed for inclusive arrangements. The optimistic views of principals were in sharp contrast to the more pessimistic views of teachers, and were assumed to be based on negative experiences regarding the outcomes of inclusion or the conviction that inclusion will not produce appropriate outcomes.

In a later analysis of full-time mainstreaming with Project MELD (Mainstream Experiences for Learning Disabled), the issue of whether the regular education class can provide an environment in which students with learning disabilities have more opportunities to learn, to make greater educational progress in academic skills, and to avoid the stigma associated with being less capable in academic achievement were investigated (Special Education Inclusion). After examining the outcomes the conclusion was that the special education stude

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