These special education programs essentially segregated the disabled students from the general classrooms in public schools, but did provide more individualized attention along with different educational standards. Some advocates of the handicapped are seeking to replace these special education programs with the full inclusion of handicapped children into regular classrooms (Odette, 1997). The Ed

One of the positive aspects of inclusion is that the disabled children would no longer face segregation (Tapasak, and Walther-Thomas, 1999). This segregation can be detrimental to both disabled students and non-disabled students alike (Tapasak, and Walther-Thomas, 1999). Many inclusion activists state that inclusive classrooms promote improvements in self-concept, self-esteem, and growth in social awareness, morals, and the ability to have caring relationships for both disabled and non-disabled students (Tapasak, and Walther-Thomas, 1999). In addition to providing both academic and social benefits for all students, inclusive classrooms teach students valuable life skills that they wouldn’t otherwise learn in a non-inclusive classroom (Tapasak, and Walther-Thomas, 1999). The true definition of inclusion would serve all students, regardless of the severity of their disabilities, in a regular general education class that may or may not have the support of a special education teacher (Mamlin, 1999).

ucation for All Handicapped Children Act, in 1997, was reinstated as the Individuals with Disabilities Education Act (IDEA) (Dock, and Peters, 1997). Unfortunately, in Delaware, during the 1993 school year, only 28 percent of students with disabilities were taught in a segregated public school special education program, while the other 72 percent were educated in “separate settings” (Dock, and Peters, 1997).

The general consensus among teachers, parents, and students is that there is a need for grading adaptations for disabled students.

However, what schools often consider inclusion is the teaching of disabled students with milder disabilities for at least a part of the day while they spend the other part in the special education classrooms (Mamlin, 1999). Many teachers are reluctant to give their full-fledged support to inclusion for many different reasons (Odette, 1997). One study showed that half of the teachers polled were overall supportive of the concept of inclusion (Odette, 1997). However, the majority of teachers polled felt that inclusion was being forced on them because they felt unprepared to take on the new tasks involved with teaching an inclusive class (Odette, 1997). Other reasons list

Some topics in this essay:
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