One of the most important and disputed trends in education today is the inclusive of children and youth with handicaps into regular learning classrooms. Inclusion refers to the practice of instructing all students regardless of disability. Although the term is new, the basic law is not, and reflects the belief that students with a disability should be taught in the least restrictive environment, or as close to the mainstream of regular learning as possible. The least restrictive environment doctrine is one key element of federal special education law.
Advocates of inclusion believe that most cases, if not all, the least restrictive students with inabilities should be the regular education classroom, not only for students with mid disabilities but for all students, regardless of the difficulty of the disability. Supporters contend that learning in the regular education classroom will result not only in excellent learning outcomes for students with a disability, but in also other favorable developmental issues such as increased socialization (Gersten, R., & Vaughn s. 1997).
Additionally, numerous supporters of inclusion believe that inclusion not only helps learners with disability but also learners without a disability (Jordon, A., Glenn, C. McGhie- Richmond, and D. 2010). While advocates of inclusion have centered on the social interests for children and youth with a disability, especially the idea that it promotes social interactions between students without a disability, experts have pointed to the possible disruption that inclusion may have on the extensive quality of learning for students without a disability. However, there is little evidence to support the idea that education of children with disabilities is negative effected by inclusion of those with disabilities (Peck, C., Staub D., Gallucci, C., & Schwartz I. 2004).
In this paper, I will focus on the possible benefits of including students with disabilities in the same schools and classrooms as their nondisabled peers. Current findings will be examined for possible unselfish outcomes for youth who...