Perhaps the strongest argument for greater inclusion, even full inclusion, comes from its philosophical/moral/ethical base. This country was founded upon the ideals of freedom and equality of opportunity. Though they have not been fully achieved, movement towards their fuller realization continues. Integration activists point to these ideals as valid for those with disabilities, too. Even opponents agree that the philosophical and moral/ethical underpinnings for full inclusion are powerful. (SEDL, 1995) Many agree that inclusion can be a positive experience for special education students, general education students and educators. Inclusive classrooms provide a diverse, stimulating environment for special education students. Vaughn and Klingner, 1995 found that special education students believe that inclusive classrooms provide them with more of an opportunity to make friends (Turnbull et al., 2004, p.70). Special education students who are included in regular education classrooms become part of a much larger learning community and they are able develop more of a positive self view. General education students also benefit from the diversity of an inclusive classroom. Duhaney and Salend, 2000 found that parents of children without disabilities identified benefits for their own children such as greater sensitivity to the needs of other children, more helpfulness in meeting the needs of classmates with disabilities, and greater acceptance of diversity. (Turnbull et al., 2004, p.70). General education students develop an appreciation that everyone has unique characteristics and abilities, they become positive role models for the special education students and they are also able to develop a more positive self-view.
Inclusion, as it all too frequently is being implemented, leaves classroom teachers without the resources, training, and other supports necessary to teach students with disabilities in their classrooms. Consequently, the disabled children are not getting appropriate, specialized attention and care, and the regular students' education is disrupted constantly. SEDL (1995)
One of the major concerns of inclusive education is the lack of training general education teachers have. Scruggs and Mastropieri (1996) found that "Teachers need systematic, intensive training, either as part of their certification programs, as intensive and well-planned in-services, or as an ongoing process with consultants." (Turnbull, Turnbull, Shank & Smith, 2004, p.69). Many general education teachers have very little or no training in special education and are not offered it through their school system. General education teachers may know nothing about IEP's and the meaning of accommodations and they may be unaware of how to implement a curriculum to include special needs students' individual accommodations. Teaching special needs students requires knowledge of how to adjust your curriculum to serve these students, without training general education teachers...