For more context around these terms and information about mainstreaming, read part one of this series.
What is “inclusion”?
“Inclusion” is educating each child, to the maximum extent appropriate, in 
the regular education school and classroom he or she would otherwise attend if not disabled. Inclusion involves bringing support services to the child rather than moving the child to the services. It requires only that the child benefit from being in the class and does not expect that the student must keep up with the other students. Inclusion can incorporate pull out or push in services from a variety of professionals, including (but not limited to) resource teachers (trained, credentialed special education teachers), occupational therapists, speech therapists, alternative and augmentative communication specialists, and physical therapists. The student’s regular education teacher is primarily responsible for the child, but receives support from Special Education. The student’s typically developing peers are their primary peers and role models.
What’s right for your child?
Parents must carefully consider what environment would work best for their child, along with where they want to see their child in five (or even ten!) years. Do the parents see their child one day working and living in the community? Do they see their child in a supervised day program, walking around in the community for five to six hours a day? Do they want their child to have the option of taking academic classes at their local community college? How much autonomy do they want their child to have? What options do they want for their child?
A generation ago, many people with disabilities were kept out of public sight. Now, many of us want our children out in their communities, accepted as full members of those communities. Part of what builds those bonds is having our children (where appropriate) be part of school life. Going to school together and sharing the same classroom helps build a sense of community for both our disabled children and their typically developing peers.
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