Conclusion/Analysis

The concept of inclusion of students with disabilities into regular classrooms is one that has come about as a result of parental demands, court decisions, new research, and the views of some educators. The movement towards full inclusion calls for radical change in the way disabled students are taught and it raises many questions about the "best" way to teach all students. The concept has evolved from a time period where people with disabilities were shut away, taught in separate schools, or pulled out of regular classrooms. More and more educators are acknowledging the need for change in how students with disabilities are educated and the debate continues to grow today.
According to the federal special education laws "to the maximum extent appropriate" denotes that children with disabilities should be educated with non-disabled children in the "least restrictive environment possible". As the Federal judge in the case of Oberti vs. The Board of Education of the Borough of Clementon School District said, "inclusion is a right, not a special privilege for a select few".

In order for inclusion to be successful, schools must allow for flexible environments with flexible curricula and instruction. Inclusion involves many types of educational practices and good teaching strategies. "Good teachers" think about children and develop ways to reach all children.