This Comment discusses the effectiveness of the inclusion of disabled students in general classrooms, focusing particularly on the effects on non-disabled classmates. Part I of this Comment outlines the history of inclusion as established through federal legislation, as well as its gradual implementation in New York City. Part II examines the issues concerning inclusion, looking at the consequences inappropriate inclusion of disabled students may have on the non-disabled ("general") student. Finally, Part III proposes a solution, suggesting that a school district give a disabled student a "three strikes" policy regarding disruptions, after which she may be removed, permanently or temporarily, from the general classroom at the request of a fellow student, parent, or the teacher. This Comment further advises that schools concurrently work to change the perception of special education from a holding station for damaged children to a valuable learning environment for unique students.
Marissa L. Antoinette,
Examining How the Inclusion of Disabled Students Into the General Classroom May Affect Non-Disabled Classmates,
30 Fordham Urb. L.J. 2039
Available at: http://ir.lawnet.fordham.edu/ulj/vol30/iss6/7