Education is a fluid system or equation. Thoughts, ideas, pedagogies, and other aspects associated with education can either pass through seamlessly, not interrupting the overall system, can briefly attach to various aspects in education, but eventually disappear, or can cause a tremendous shift in policy and procedures. On the outside, this system or equation appears simple, but there are several complex moving pieces. Because of all these complex pieces, challenges are a realistic expectation that stakeholders will encounter within education. These challenges that arise can be deceptive in their reach within an organization or in their seemingly transparent solutions. Taking a broader view of any situation means the examination of the
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Resistance to inclusion of students with disabilities into general education comes from feelings that if students with disabilities were included in the general education classroom, they would demand too much from teachers, and this would take away from the education of their non-disabled peers. Millions of students with disabilities were being excluded from public education and receiving inadequate services as recent as the early 1970s. In 1975 Congress passed Public Law 94-142 which would eventually become the Individuals with Disabilities Education Act (IDEA). Under this law, all students with disabilities must have an Individualized Education Program (IEP) and receive their education in the least restrictive environment, or be educated with and included in environments with their non-disabled peers to the most appropriate extent. If a student is removed from the regular educational environment it is because of the nature or severity of the disability. The term Least Restrictive Environment as never been fully defined (Dudley-Marling & Burns, 2014). Along with examining the historical aspects of inclusion, it is vital to the examine theories and practices related to current inclusion to gain a view of the larger organization that encompasses this problem of
Resistance to inclusion of students with disabilities into general education comes from feelings that if students with disabilities were included in the general education classroom, they would demand too much from teachers, and this would take away from the education of their non-disabled peers. Millions of students with disabilities were being excluded from public education and receiving inadequate services as recent as the early 1970s. In 1975 Congress passed Public Law 94-142 which would eventually become the Individuals with Disabilities Education Act (IDEA). Under this law, all students with disabilities must have an Individualized Education Program (IEP) and receive their education in the least restrictive environment, or be educated with and included in environments with their non-disabled peers to the most appropriate extent. If a student is removed from the regular educational environment it is because of the nature or severity of the disability. The term Least Restrictive Environment as never been fully defined (Dudley-Marling & Burns, 2014). Along with examining the historical aspects of inclusion, it is vital to the examine theories and practices related to current inclusion to gain a view of the larger organization that encompasses this problem of