![Sample our Behavioral Sciences journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/110801/TOC-Subject-Sample-2021-Behavioral-Sciences.jpg"})
Summary
Despite the growing support for inclusion, there are still many misconceptions and concerns. Is it a philosophy, a program, or a placement? A clear definition seems to be part of the problem since nowhere in the federal legislation is it defined. Can a school be considered inclusive and still have some of its students in resource rooms or special classes? How do those closest to the education of students with disabilities perceive inclusion? This article reports on the attitudes and perceptions of parents, teachers, psychologists and administrators. It also describes new roles and responsibilities each must meet if the challenges of responsible inclusion are to be realized. Finally, it provides checklists which may assist others in measuring support for responsible inclusion.