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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.(CEC policy ..., 1993) Clearly, the concern of this broad-based advocacy organization is not so much with inclusion as with full inclusion.However, some parents of children with disabilities and others have serious reservations about inclusive educational practices.
are also not well-facilitated when a third-party interpreter is needed to communicate.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.Their members were specifically concerned that students with disabilities were "monopolizing an inordinate amount of time and resources and, in some cases, creating violent classroom environments" (Sklaroff, 1994, p. They further cite that when inclusion efforts fail, it is frequently due to "a lack of appropriate training for teachers in mainstream classrooms, ignorance about inclusion among senior-level administrators, and a general lack of funding for resources and training" (p. One additional concern of the AFT and others (Tornillo, 1994; Leo, 1994) is a suspicion that school administration motives for moving toward more inclusive approaches are often more of a budgetary (cost-saving) measure than out of a concern for what is really best for students.If students with disabilities can be served in regular classrooms, then the more expensive special education service costs due to additional personnel, equipment, materials, and classrooms, can be reduced. Regular educators are not the only ones concerned about a perceived wholesale move toward full inclusion.