Abstract
With the passage of Public Law 94–142, students with special needs are guaranteed a free and appropriate education in the least restrictive, most appropriate environment. Prior to the enactment of PL 94–142, students with severe disabilities typically attended special schools or stayed at home. Students with mild disabilities typically attended general education classes with no special education support services of any sort. Many proponents of full inclusion appear to be suggesting a return to the delivery system of old, where all children, without exception, are educated in the same classroom. This article gives an overview of current literature, both positive and negative, related to full inclusion. It also includes reflections about full inclusion from several parents, educators, and administrators currently involved with the field of public education.
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