After a series of lawsuits, school districts began main-streaming handicapped students from segregated special education settings into regular classrooms. Texas educational reforms have encouraged school districts to teach special education students the same curriculum as other students, with modifications if necessary. State law requires that all students with learning disabilities be considered for placement in other programs before being referred to special education. They also argue that inclusion cultivates empathy and tolerance among special students' classmates and teachers. Most studies show that teachers, like the general public, have concerns regarding both handicapped students and mainstreaming.
Teachers are most uncomfortable mainstreaming emotionally disturbed and mentally retarded students.
Much of this discomfort is caused by a lack of knowledge about disabilities, lack of experience with handicapped students, and minimal training in teaching these students. Even though PL 94-142 and the Individuals with Disabilities Education Act entitle education staff to comprehensive training, many regular classroom teachers have not received enough training. In some instances, teachers have been told by administrators that watching a video will suffice. Many opponents maintain that full inclusion practices are based on budgetary and social motivation and not on what most Americans think classrooms ought to be about, which is basic education. In Texas, the amount of special education grants will be reduced next year.