Although this form of education ma

Other concerns also exist about how these programs are administered. It is often the case that inclusion children tend to be placed by chronological order rather than by ability. Developmental age has to be factored in when choosing at what grade level a disabled adolescent participates. All classes need not be integrated. It would be more beneficial for all students, and classes could run more efficiently, if at times students were grouped by ability.

The second article; Strategies and Resources to Evaluate the Impact of Inclusion Programs on Students, by Salend, Spencer J., was designed to help educators involved in mainstreaming to recognize what the strengths of their programs were; as well as to help them to pinpoint aspects of their initiatives in need of revision.

Promoters of this system would ultimately like to see all classes integrated. This is what concerns many of those affected. These concerns are varied and come from all sides. Parents of adolescents with special needs see the programs as mixed blessings. It is well known how cruel adolescents can be to each other, particularly if they see their victim as an easy target, and no one wants to see their child as the victim of abuse. On the other hand this form of abuse is not limited to adolescents with disabilities and therefore by some is considered part of the politics of public schools. Parents of children with special needs also see the benefits of having their child interact with a broader range of their peer

Some common words found in the essay are:
Salend Spencer, Introduction Inclusion, Act IDEA, Peabody College, Literature Review, Children's' Act, Civil Rights, Bricker Diane, American Congress, children special, regular classroom, parents children, public schools, equal education, adolescents special, classes integrated,
Approximate Word count = 1020
Approximate Pages = 4 (250 words per page double spaced)