Research Paper on:
A Model For Making Schools Friendly for Inclusion

Unformatted Sample Text from the Research Paper:
workable in todays fast paced educational curriculums. It is hard enough for teachers to control a classroom with ordinary students, but to have special needs kids in the mix  seems to be too much for some teachers to bear. Of course, that position is really extreme, not necessary and not even common. Today, while some teachers and principals still  do not like the inclusion idea, most do. Still, even when staff does approve of the idea, there is always the problem of creating a climate conducive to inclusion, which  means that sometimes, ordinary procedures will have to change to make accommodations for a new student who might have one type of disability or another. While creating an inclusive school  may be difficult, it is worth the trouble. Inclusion is really the only way to fully educate and appreciate all students, regardless of their limitations. First, it helps to define  inclusion. In 1975, many states around the nation passed a law to mandate that the least restrictive environment be supplied for those with disabilities (Lapp & Flood, 1996). Their  first response was to build separate facilities for disabled children, but while the move was seen as preferable to such children not having a public education at all, subsequent research  suggested that including children in regular classrooms was far superior (1996). In fact, the trend towards inclusion had begun. Today, full inclusion is a reality in many school systems. While  the concept of "full inclusion" does not appear in IDEA, neither does the concept of "mainstreaming," but McCarthy (1995 as cited in Wright, 1999) differentiates between the two. According to  McCarthy, mainstreaming is merely the integration of children with disabilities in classrooms of nondisabled children for a part of the day, ordinarily during nonacademic periods (1999). Full inclusion