The Debate Continues

Inclusion advocates argue that placing disabled youngsters in regular classrooms will encourage them "to meet higher academic standards and to emulate their more successful peers." They also argue that inclusion cultivates empathy and tolerance among special students' classmates and teachers.  Many teachers in "regular" classrooms see it differently.  This placement of children with special needs in "regular" classrooms has caused stress and extra work for many "regular" teachers who are untrained and unprepared to deal with these children. 

Most studies show that teachers, like the general public, have concerns regarding both handicapped students and mainstreaming. Teachers are most uncomfortable mainstreaming emotionally disturbed and mentally retarded students. Much of this discomfort is caused by a lack of knowledge about disabilities, lack of experience with handicapped students, and minimal training in teaching these students.  Even though PL 94-142 and the Individuals with Disabilities Education Act entitle education staff to comprehensive training, many regular classroom teachers have not received enough training. In some instances, teachers have been told by administrators that watching a video will suffice. Many opponents maintain that full inclusion practices are based on budgetary and social motivation and not on what most Americans think classrooms ought to be about, which is basic education.  They point out that Congress sends to the states less than 10% of the cost of educating special needs students. For example, special education in a self-contained setting in New York City cost almost $19,000 per student in 1993. By contrast, New York City spent $6,000 per student in regular classrooms. In Texas, the amount of special education grants will be reduced next year. This will probably force more children with special needs into regular classrooms.

The Process

Section 89.218 of Chapter 19 of the Texas Administrative Code says:

(a) In providing programs, services and activities for students with handicaps, a school district shall first use those resources made available to all students.

(b) When appropriate, special education students shall
     (1) remain in the regular education program with special education support services, supplementary aids, or other special arrangements, if needed.
     (2) be educated to the maximum extent appropriate with students who are not handicapped.

Responsibilities of the "Regular" Classroom Teacher
Under both State and Federal rules, the regular classroom teacher is expected to modify methods, materials, and pacing so that students with handicaps can benefit from instruction in the well-balanced curriculum within the regular classroom. The Admission, Review, Dismissal (ARD) Committee must consider whether the goals of the student's Individual Education Plan (IEP) can be met in the regular classroom with supplementary aids and services. Unless there are unusual circumstances, the ARD Committee must presume that each student can be educated in the regular classroom.