Their concerns are forged out of their struggles to get appropriate educational services for their children and those of others.They are concerned that, with the shift of primary responsibility for the education of these children from special education teachers to regular classroom teachers, there will be a loss of advocacy.They argue that the current special education system emerged precisely because of the non-adaptability of regular classrooms and that, since nothing has happened to make contemporary classrooms any more adaptable ..., [inclusion] most likely will lead to rediscovering the need for a separate system in the future. 160) In addition to a more generalized concern by some across the field of special education in relation to how inclusive practices become operationalized in schools, stronger concern about and resistance to inclusion has been raised within specific disability groups.Perhaps the greatest concern and opposition comes from many in the deaf community.The barrage of curriculum materials, syllabi, grade-level expectations for performance, standardized achievement tests, competency tests, and so on, continue to overwhelm even the most flexible teachers. 14-15) By expanding the range of ability levels in a classroom through inclusion, Tornillo (1994) argues, teachers are required to direct inordinate attention to a few, thereby decreasing the amount of time and energy directed toward the rest of the class.Indeed, the range of abilities is just too great for one teacher to adequately teach.This statement begins with a strong endorsement for a continuum of services to be available to children, youth, and young adults with disabilities.It is only after making the point quite clear that services to the disabled, including various placement options besides the regular classroom, are to be tailored to individual student need that the policy actually addresses inclusion.
[C]hildren, youth, and young adults with disabilities should be served whenever possible in general education classrooms in inclusive neighborhood schools and community settings."But supporters [argue] that, while administrators may see inclusion as a means to save funds by lumping together all students in the same facilities, inclusion rarely costs less than segregated classes when the concept is implemented responsibly" (Sklaroff, 1994, p. Some special educators and parents of students with disabilities also have reservations.The Council for Exceptional Children (CEC), a large, international organization of special educators, parents, and other advocates for the disabled, issued a policy statement on inclusion at their annual convention in 1993.The woman was originally allowed to live in the couple’s home but she was forced out after she could not afford to pay rent that Welch and George requested.
The woman was also barred from using the home’s shower and restroom.
Consequently, the mandates for greater academic accountability and achievement are unable to be met.