The report called on states to revise teacher-licensure and certification rules so that new teachers would be prepared to teach children with disabilities as well as those without disabilities. It also recommended training programs to help special educators and regular educators adapt to collaborating in the classroom. Educators are not the only ones battling over inclusion. Not all parents of students with disabilities support the approach. Some organizations endorse goals that assume inclusion is a given.
All children can learn at high levels' has become a rallying cry for improving schools.
Even the staunchest backers of inclusion recognize that it requires support services and changes in the traditional classroom. If these conditions are met, the fear of dumping students in regular classrooms becomes moot. Despite the debate over inclusion, how far it should go, and how much it should cost, the latest developments in special education, to some observers, offer more cause to celebrate than to despair. Congress and the courts, however, have affirmed the legal right of children with disabilities to be educated in the least restrictive environment possible. To others, it means full inclusion for some children with disabilities and for other children with disabilities a different approach.