Necessary Resources

Although once hailed as a way to increase achievement while decreasing costs, full inclusion does not save money, reduce students' needs, or improve academic outcomes; in most cases, it merely moves the special education professionals out of their own classrooms and into a corner of the general classroom. To avoid harm to the academic education of students with disabilities, a full panoply of services and resources is required, including:

    Adequate supports and services for the student
    Well-designed individualized education programs
    Professional development for all teachers involved, general and special educators alike
    Time for teachers to plan, meet, create, and evaluate the students together
    Reduced class size based on the severity of the student needs
    Professional skill development in the areas of cooperative learning, peer tutoring, adaptive curriculum
    Collaboration between parents, teachers and administrators
    Sufficient funding so that schools will be able to develop programs for students based on student need instead of the availability of funding.

In principle, several factors can determine the success of inclusive classrooms:
    Family-school partnerships
    Collaboration between general and special educators
    Well-constructed plans that identify specific accommodations, modifications, and goals for each student
    Coordinated planning and communication between "general" and "special needs" staff
    Integrated service delivery
    Ongoing training and staff development