Solution

proponents of continuum of services

Many services needed by students with disabilities are not usually available in the general education classroom.

Special services, such as speech therapy, physical therapy, or specialized reading instruction, may be stigmatizing when undertaken in the company of general education peers.

Many general education teachers lack the necessary time and training to make full inclusion a success.

Students with special needs may require materials at lower reading levels, braillers, speech synthesizers, specialized computers, or specialized training materials that general education classrooms lack.

Although research data are to some extent equivocal, clear evidence of the superiority of full-inclusion placements is presently lacking.

proponents of full inclusion

Students with disabilities have a right to be educated alongside their non-disabled peers.

Harmful stigmatizing effects may be associated with students attending special schools or special classrooms.

Students in full-inclusion classrooms improve their interactions with others, learn to communicate better, develop better social skills, and increase their friendships.

Fully included students avoid the disruptive and time-consuming effects of being "pulled out" of the general education class to receive special services.

Including all students in the same classroom is simply the most fair and equitable solution to the problem of placement.