Full inclusion is not the least restrictive environment for many students. In the best possible
light, “Teachers, typically developing peers, and service providers, as well as other professionals,
should participate as a team in order to promote the access of students with severe disabilities, as
well as further their progress in the general education curriculum” (Alquraini & Gut, 2012, p.
47). Reality, however, is not always the best possible light. Reality is imbued with shadows that
are overlooked. In these days of annual yearly progress (AYP) where teachers struggle to meet
the requirements of the general curriculum, the time excerpted to create a team learning
environment for a student with disabilities is time spent not teaching the rest of the class.
Consequently, while full inclusion is, in many ways, less restrictive for the disabled student, it is
more restrictive for the general education student.
Further, the inclusion of special education students into a classroom does not necessarily mean
the inclusion in the peer relationships it was intended to have. Byrnes (2013) presents the case of
Eli Lewis, a Down syndrome student who was in a full inclusion environment, but who felt left
out and alone until placed back into a special education environment where he felt comfortable
among his peers. Restrictive elements can be educational, intellectual, physical, and social. In
the case of Lewis, while the educational restrictions were limited, his own intellectual, physical,
and social needs were restricted in the general education classroom.
No one wants to hold any child back from his or her full potential, but sometimes, the needs of
the few are creating restrictive environments for the many. Our efforts to include the special
education students in the general education are restricting the opportunities for the general
education students, and not necessarily meeting the needs of the special education students.
References
Alquraini, T., & Gut, D. (2012). Critical components of successful inclusion of students with
severe disabilities: Literature review. International Journal of Special Education, 27(1),
42-59.
Byrnes, M. (2013). Taking sides: Clashing views in special education (6th ed.). New York,
NY: Contemporary Books, Inc.