Concerns About and Arguments Against Inclusion and/or Full Inclusion
http://www.sedl.org/change/issues/issues43/concerns.html
"Not everyone is excited about bringing students with disabilities into the mainstream classroom setting. Tornillo (1994), president of the Florida Education Association United, is concerned that inclusion, as it all too frequently is being implemented, leaves classroom teachers without the resources, training, and other supports necessary to teach students with disabilities in their classrooms. Consequently, "the disabled children are not getting appropriate, specialized attention and care, and the regular students' education is disrupted constantly." He further argues that inclusion does not make sense in light of pressures from state legislatures and the public at large to develop higher academic standards and to improve the academic achievement of students. Lieberman (1992) agrees:
We are testing more, not less. We are locking teachers into constrained curricula and syllabi more, not less. The imprint of statewide accountability and government spending [is increasingly] based on tangible, measurable, tabulatable, numerical results ... The barrage of curriculum materials, syllabi, grade-level expectations for performance, standardized achievement tests, competency tests, and so on, continue to overwhelm even the most flexible teachers. (pp. 14-15)