Dating concerns


Not everyone is excited about bringing students with disabilities into the mainstream classroom setting.Tornillo (1994), president of the Florida Education Association United, is concerned that 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." He further argues that inclusion does not make sense in light of pressures from state legislatures and the public at large to develop higher academic standards and to improve the academic achievement of students.Lieberman (1992) agrees: We are testing more, not less.



A poll conducted by the American Federation of Teachers (AFT) in West Virginia revealed that "78 percent of respondents think disabled students won't benefit from [inclusion]; 87 percent said other students won't benefit either" (Leo, 1994, p. Citing numerous concerns expressed by many of its national membership, the AFT has urged a moratorium on the national rush toward full inclusion.Their members were specifically concerned that students with disabilities were "monopolizing an inordinate amount of time and resources and, in some cases, creating violent classroom environments" (Sklaroff, 1994, p. They further cite that when inclusion efforts fail, it is frequently due to "a lack of appropriate training for teachers in mainstream classrooms, ignorance about inclusion among senior-level administrators, and a general lack of funding for resources and training" (p. One additional concern of the AFT and others (Tornillo, 1994; Leo, 1994) is a suspicion that school administration motives for moving toward more inclusive approaches are often more of a budgetary (cost-saving) measure than out of a concern for what is really best for students.If students with disabilities can be served in regular classrooms, then the more expensive special education service costs due to additional personnel, equipment, materials, and classrooms, can be reduced. Regular educators are not the only ones concerned about a perceived wholesale move toward full inclusion."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.



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