There are several indications as to why full inclusion is difficult to achieve in general education classrooms: disinterested attitudes, individual differences, and full time structure are not yet in place. There is not just one meaning for the term “full inclusion,” but research psychologist, Bernard Rimland, defines full inclusion the best as: “… abolishing the special education provisions that are vitally important to … [handicap] children” (Rimland 290). In other words, full inclusion classrooms do not provide the essential training in which special need students demand. Ringlaben and Price note the following about inclusion from the perspective of educators: “From the early days of mainstreaming, general education teachers expressed some
