Examination of various definitions of these terms highlights common and distinguishing elements. Some portion of the student's educational experience is delivered in the special education classroom, and some in a general education setting. The student requires few or minor adaptations for success in the mainstream placement. These professionals define inclusion as the placement for all students with disabilities in general education classrooms with necessary support given within these classrooms. Under the practices of full or partial inclusion, students with disabilities are included whether or not they can meet the general education curricular standards.
Integration refers to either mainstreaming or inclusion.
Attendance in the student's neighborhood school, Placement of the student with disabilities in the general education classroom for all or part of the school day, Interaction with typical peers for academic instruction and social interaction, and Provision of appropriate support and accommodations. Observation and questioning are necessary to determine the philosophy of the educational staff and the primary purpose for student placement in any given school. Professionals and parents are concerned about which educational environment is best for students. Present and future needs of the student should be carefully considered. To meet these needs, a continuum of placement options and supports must be available for students and teachers so that best practices may be implemented.