Abstract

For over 40 years educators have advocated the inclusion of students with diverse learning needs in mainstream classes. The arguments in support of inclusion have various bases, from philosophical and social justice imperatives to claims about the academic and social benefits of including students with modest to very high special learning needs. While legislation, education policy, and rhetoric in support of inclusive education has become a global phenomenon, the claims of successful inclusion and positive outcomes for all those involved have fallen considerably short of the ideal (e.g., Curcic, 2009; Drudy & Kinsella, 2009; Melekoglu, Cakiroglu, & Malmgren, 2009).