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Inclusion works when the parties involved are committed to making it work. The overriding concern should be for the child whose learning will be impacted from an environment that is safe and nurturing. It behooves us as educators to deliver instruction to students with special needs in the least restrictive environment as possible.
Research has demonstrated that students with special needs are often segregated and placed in learning environments away from the regular education population. The only mainstreaming that is provided is during lunch and/or activity. Often times, what happens is these students fail to develop the social skills needed to interact with their peers. Moreover, in a restrictive environment, there is little expectation for achievement. Typically what happens is these students tend to fall further and further behind their counterparts because they lack the challenges needed to develop their skills beyond what is presented in their classroom.
In conclusion, teachers need special training to prepare for teaching students with special needs in the regular education classroom.
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