Again, presumably Congress was aware of this possibility when it explicitly stated that supplementary aids were to be used to keep children with a disability in regular education classrooms. This possibility and the isolation potential can be minimized with sensitive tutoring. Again, these factors do not override the clear intent of Congress to have children with a disability in a regular classroom. She also testified that up to three children leave for various regular therapies. Clearly, the first grade classroom in the Oak Creek-Franklin school district is not some hermetically sealed environment.
Children come and go.
Adult aides come and go. Students adjust to this traffic. Isolation and co-dependency can be measured and altered against this environment. They are factors that need to be compensated for, not avoided altogether. This comes at some cost, however.