I feel that no student, exceptional nor gifted, will gain much, if any academic knowledge from being in a full inclusion classroom. Full inclusion is where "all students with disabilities are placed in their neighborhood schools in general education classrooms for the entire day; general education te

Some people think that when students are in special education programs, other students start making fun of them. I would have to agree with that, but what do they think will happen when a few special education students get put into a regular classroom full of students? The students who need a little more help are going to start to get labels and labels can be very harmful towards a student. I think that we are in a lose-lose situation. In a full inclusion classrooms the slower students, mainly the special needs students will start to make the gifted and regular students mad and angry because the teacher will have to go over everything very slow so that everyone is sure to get all of the right information. I have seen this happen in real life. The regular students start to tell the special needs students to hurry up and keep asking over and over if they are done yet. Most of the labels used to designate students in special education or with special needs carry negative connections. Children that get labeled may tend to have a lower self-esteem. I feel that kids would really start to label student with disabilities if they were in the same classroom.

Clearly, it is impossible to accomplish full inclusion in ways that result in positive responses by regular classroom teachers. Unfortunately, it is not uncommon for regular teachers to be put into full inclusion experiences with little or no previous preparation or even warning. Worse yet, some are being required to take on additional responsibility without adequate professional or personal support. As a result, these teachers are frustrated, angry, and discouraged, a situation that is not healthy for teachers and may accrue negative results for their students. Successful full inclusion appears to carry with it a commitment of extra resources during a time when resources are becoming scarcer. Unless legislators, administrators, parents and tax payers share a commitment to provide these extra resources, it is likely that many full inclusion experiences will result in regular teachers feeling, with cause, that they are being "dumped on."

Students with disabilities require curricular and instructional adaptations and modifications in order to succeed in the general education classroom. Who would be responsible for these modifications and adaptations? The special educa

Some common words found in the essay are:
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Approximate Word count = 1585
Approximate Pages = 6 (250 words per page double spaced)