Abstract
This article traces the trend in the United States towards greater integration of students with disabilities into general education from its origins in mainstreaming to the present call for full inclusion. Research evidence is reviewed to demonstrate that the necessary attitudes, accommodations, and adaptations are not yet in place in general education to provide students with disabilities an appropriate education. Discussion then focuses on the ideological nature of the debate about full inclusion which ignores research evidence and makes a more rational and incremental approach to integration difficult to achieve.
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