This is my second year teaching in an inclusion classroom and I love it.
I think all of the children in my room benefit from it.
Some parents feel that if their child is in the same classroom as children with disabilities, their child might act disabled or model inappropriate behaviors.
Some teachers feel confused about what inclusion is and what the implications are for them.
Including and instructing students with disabilities in the general education classroom became a topic of heightened interest following the Regular Education Initiative (Will 1986) and provides powerful implications for rethinking education for all students.
Inclusion has been a controversial topic among special and general educators (Fuchs & Fuchs 1994) and simply mentioning the word evokes strong emotions.
We, however, do not feel that “place” is the key issue to successful inclusion.
A continuum of placement options (discussed in detail in a separate section of this chapter) assures the best opportunity for students with special needs.
An elementary teacher recently said, “I wish someone would just tell us in plain English what they mean by inclusion.”.
Discussion about “responsible inclusion” is important to dispel some of the inaccuracies and myths about educating all students in one setting.
Their position is that the best “place” for students is with their general education peers of the same age, regardless of the student's academic achievement or special education need.