Limited structure accessability. Limited time for feeding goals. Lack of support systems. Child may be singled out. Inclusion takes a lot of effort on the part of the teacher, school parents and the children in the class.
All levels can be successful with inclusion in the right setting with the right support.
All classified children in one class along with non-handicapped. Aide foe class better than 1 to 1 when needed. Child should be doing what class is doing, but individual goals need to be addressed. Must be a continuum of services available throughout dat for each child. Main streamed for certain parts of the day may be the beneficial option.