Despite the promise of inclusion, in many schools today students with learning disabilities are subject to what I call the "resource room effect":

The student with learning disabilities spends nearly an hour a day away from the classroom in a separate class with perhaps one or two other students. The student is served by a learning specialist who is thoroughly familiar with her profile and is trained in the instructional techniques that help her learn. The student then spends the rest of the academic day, some four or five hours, in classes of 15 or more students, often with teachers who may or may not be fully aware of her learning disabilities or of the interventions that would help her perform better. What's more, the teachers may or may not be adequately trained to provide such interventions. Thus, the student with learning disabilities may often survive in her content classes, but she may not thrive.