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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. 14-15) By expanding the range of ability levels in a classroom through inclusion, Tornillo (1994) argues, teachers are required to direct inordinate attention to a few, thereby decreasing the amount of time and energy directed toward the rest of the class.Indeed, the range of abilities is just too great for one teacher to adequately teach.Even with an educational sign-language interpreter (of which there is a shortage throughout the United States), students with impaired hearing miss out on many of the experiences targeted as rationales for inclusive environments by inclusion advocates (e.g., a sense of belonging, opportunities to interact with peers).Social, emotional, and even academic development is difficult when communication must be facilitated through an interpreter.
It is only after making the point quite clear that services to the disabled, including various placement options besides the regular classroom, are to be tailored to individual student need that the policy actually addresses inclusion.
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.
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.
Further, by dispersing children with special needs across the school campus and district, services and resources will be "diluted," and programming will be watered down.