Issue

No. Including students with disabilities in regular classrooms without the support necessary for their appropriate education turns a worthy ideal into a destructive ideology.To me, appropriate education means that students are learning the basic academic, social, and self-help skills they need, and they are experiencing many positive, supportive interactions with their peers and adults. This kind of education can be offered in a variety of settings, not just in regular classrooms and neighborhood schools.Teachers' experiences and available research suggest that such education is possible in regular classrooms for many students with disabilities—but not all—for at least some of the school day, but if and only if regular classroom teachers are given adequate support in the form of frequent consultation with, and assistance from, specialists.Legally, ethically, and professionally, appropriate education comes first. Including students with disabilities in regular classes is often desirable, but it is a secondary concern. The letter and spirit of the law require that many students with disabilities be included in regular classes with the support they and their teachers need for appropriate education. Including them with limited (inadequate) support sacrifices them, their peers, and their teachers on the altar of inclusion ideology.—James Kauffman is a professor of education at the University of Virginia. He has written frequently about inclusion.

Yes. In almost all instances, the inclusion of all children in the regular classroom setting is a good idea, as well as good educational practice. Each year, I've had at least one special education student placed in my class, and I can't imagine a year without these students.Societal support of inclusive schools reflects a desire for acceptance and equal opportunities for all. If one of our goals as educators is to ensure that all citizens find a role for themselves in society, then we must begin by including all students in the mainstream of society. For children, this means inclusion at their local preschool and public school.Access to resources and fear of the unknown are the two factors that are most likely to inhibit inclusive education. Newcomers to the field of inclusion should seek the support of experienced colleagues who are willing to share resources and experiences. Parents, student teachers, university students, and retired individuals can also provide support for the classroom teacher. These people can provide the extra hands needed to support teachers through the early stages of integration.—Sarah Husband teaches 7th grade at Citadel Middle School in Port Coquitlam, British Columbia.

Without question, inclusion forces educators and parents to confront the issue at the core of special education and general education reform: that all of education must be special. If we truly believe that premise, then assumptions that have spawned the growth of "second" systems where we send students who do not "fit" the main system must be challenged. Whether you agree with the concept of full inclusion or not, it is an issue that will force educators to move beyond the rhetoric of reform discussions to the reality of the need to create unified systems that meet the needs of all students.As we grapple with inclusion, we must deal with it in the context of broader system reform issues. These include the imperative for system ownership and responsibility for all students; the need to make special education a support to education reform and renewal—not merely an agent of removal for so many students to a "place" called special education; the critical need to provide student support and/or ancillary services and assistive technology as needed within regular education classrooms; the need to provide a continuum of educational program options; and the need for special educators and general educators to move ahead together as partners in education reform.—Ingrid Draper is executive director of the Office of Specialized Student Services for the Detroit, Mich., public schools.

Full inclusion has been an important part of my classroom for the last six years. The special education children we include are mentally retarded or have physical or emotional disabilities. Inclusion of these children would not be possible without a strong support system.The special education teacher who adapts curriculum, and the paraprofessional who implements it day to day, make appropriate academic goals a reality for the included student. The paraprofessional also handles last-minute curriculum adaptations, as well as anticipating and resolving any behavioral situations that may arise. (In our model, we have one paraprofessional for every two included students.)In addition, members of the general education staff in an inclusive school need ongoing inservice training, as well as time during the day to meet and consult with special education teachers. All IEP mandated services must be provided, and counseling for students and professional staff should be in place as well. How could all this be accomplished with limited support?For these reasons, it is essential that a strong support system exist, so that an appropriate education, in a safe setting, can be provided to all students with special needs.—Mary Beth Lamond is a regular education teacher who includes special education students at P.S. 104 in Brooklyn, N.Y.