Others question the appropriateness of a regular classroom placement for students with severe emotional and behavioral disorders. Parents of nondisabled children worry that the time teachers spend preparing for the needs of disabled students will decrease the energy they have for teaching the rest of the class. And some teachers feel unwilling to teach students with disabilities. When Inclusion Is Implemented Thousands of districts throughout the United States, and in other countries as well, have spent the last two decades learning through trial and error. While the state of Oregon is not a leader in the movement toward more inclusionary practices, neither is it a slacker.
Individual districts span the entire spectrum.
Interviews with staff at selected Oregon schools provide snapshots of inclusionary education in the mid-1990s. Tigard-Tualatin School District. Now each building has two specialists, with resource rooms as their base of operations. Students all go to their home schools, unless their parents choose otherwise. The roles of the principals, classroom teachers, instructional assistants, and special education teachers have changed.