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Sort by: News Period Alphabetical Last Modified Parents of Disabled Students Push for Separate Classes As policy makers push to include more special-education students into general classrooms, factions are increasingly divided. Advocates for the disabled say special-education students benefit both academically and socially by being taught alongside typical students. Some teachers and administrators have been less supportive of the practice, saying that they lack the training and resources to handle significantly disabled children. Wall Street Journal January 2008

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Contact NICHCY   1825 Connecticut Ave NW, Suite 700   Washington, DC 20009   Tel: (800) 695-0285   Fax: (202) 884-8441   nichcy@aed.org

Publication of this Web resource page is made possible through Cooperative Agreement #H326N030003 between AED and the Office of Special Education Programs of the U.S. Department of Education (Office of Special Education Programs of the U.S. Department of Education (OSEP). The contents of this document do not necessarily reflect the views or policies of the Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.

Readers are encouraged to copy and share this information, but please credit the National Dissemination Center for Children with Disabilities (NICHCY). NICHCY relies on feedback from users to enhance our collection, development, and dissemination of information. We encourage you to share your ideas and feedback with us! Please contact us at our email address (nichcy@aed.org) or visit the NICHCY Feedback Page at: www.nichcy.org/Pages/Feedback.aspx.

NICHCY thanks our Project Officer, Dr. Judy L. Shanley, at the Office of Special Education Programs (OSEP), U.S. Department of Education.

Publication of this Web resource page is made possible through Cooperative Agreement #H326N030003 between the Academy for Educational Development and the Office of Special Education Programs of the U.S. Department of Education. The contents of this document do not necessarily reflect the views or policies of the Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.

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