The parents of these children have conflicting needs, because one group of parents offers the view that their children are not being included in the mainstream and are thus being treated as pariahs, while the other half feels that the disabilities of their children are not being given an adequate amount of attention. The following ten questions are posed, which are addressed in the context of the literature review that follows.
These questions are answered below under the following section titled “Literature Review.” The major source of this information is an assessment through a literature review or an examination of the views of experts, which is then assessed in the context of the researcher’s observations at the school, based upon conversations and interviews with parents, students and teachers.
“…..everyone belongs and is accepted and is supported by his or her peers and other members of the school community in the course of having his or her educational needs met.” Inclusive education is therefore based on the premise that each individual is unique and valued and does belong within the general community, whether disabled or not. Bateman and Bateman (2002) have pointed out that inclusion as such, means that all students will be taught within the general education classroom and will be pulled out of that classroom to be taught in an outside classroom only in the event that all other available methods have been tried with the students and have failed to meet their needs. Moreover, such outside classrooms are viewed as a strictly temporary measure and the focus of educator efforts is to get the child back into the general education classroom as soon as possible.
In reference to the state of Florida, Manten (2003) reports that the majority of schools have participated in the All Students All Schools (ASAS) five year program that is targeted to achieve higher degrees of inclusion of disabled students in mainstream schools, with