They acknowledge that the ideals on which inclusion rests are laudatory.
However, they remain skeptical that the present overall, broad-based capacities and attitudes of teachers and school systems toward accommodating students with disabilities into regular classrooms is adequate.
They argue that the current special education system emerged precisely because of the non-adaptability of regular classrooms and that, since nothing has happened to make contemporary classrooms any more adaptable ..., [inclusion] most likely will lead to rediscovering the need for a separate system in the future. 160) In addition to a more generalized concern by some across the field of special education in relation to how inclusive practices become operationalized in schools, stronger concern about and resistance to inclusion has been raised within specific disability groups.
Perhaps the greatest concern and opposition comes from many in the deaf community.
We are locking teachers into constrained curricula and syllabi more, not less.
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, many argue that the more appropriate educational placement option for the hearing impaired is a residential school with a "community" of others similarly disabled.Lieberman (1992) points out that many advocates (primarily parents) for those with learning disabilities also have significant concerns about the wholesale move toward inclusion.The concept of inclusion is a meaningful goal to be pursued in our schools and communities ...[C]hildren, youth, and young adults with disabilities should be served whenever possible in general education classrooms in inclusive neighborhood schools and community settings.