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This article discusses whether students with emotional disturbances can be successfully fully included. The authors, L. Juane Heflin and Lyndal M. Bullock, reflected on a study used to show that although full inclusion may be doable for children with learning disabilities or other less severe disabilities, it does not work well for students who are emotionally impaired. The article is well supported and includes statistics and other data.

Fitch, Frank. "Inclusion, Exclusion, and Ideology: Special Education Students' Changing Sense of Self." The Urban Review 35.3 Sep. 2003: 233.

Frank Fitch is a professor in the department of Educational Psychology at the University of Miami (Ohio). The article is a reaction to a study in which 11 special education students were fully included in a variety of inclusive and segregated classrooms. The article is in favor of inclusion.

Fuchs, Douglas, and Lynn S. Fuchs. "Competing Visions for Educating Students with Disabilities: Inclusion vs. Full Inclusion." Childhood Education 74.5 (1998): 309-317.

This article, by Douglas and Lynn Fuchs, focuses on the differences between inclusion, and full inclusion. Early in the article, the authors state that they are inclusionists, and proceed to show the flaws in the full inclusionists’ way of thinking. Despite the bias of the authors, their arguments are well supported.

	Annotated Links Books Gallagher, James. "The Pull of Societal Forces on Special Education." The Illusion of Full Inclusion: A Comprehensive Critique of a Current Special Education Bandwagon. Ed. James M. Kauffman and Daniel P. Hallahan. Austin: Pro-Ed, 1995. 120. James Gallagher's article in The Illusion of Full Inclusion, focuses on society's impact on the full inclusion movement. Gallagher opposes the immediate adoption of full inclusion, and backs up his views in this well-written essay. Heward, William H. Exceptional Children: An Introduction to Special Education. New Jersey: Merrill Prentice Hall, 2003. This is a special education textbook which clearly defines and explains in an unbiased nature the current rules and regulations for inclusion. It also explains what full inclusion could mean, and it provides both positive and negative potential outcomes. Kauffman, James M. and Daniel P. Hallahan, eds. The Illusion of Full Inclusion: A Comprehensive Critique of a Current Special Education Bandwagon. Austin: Pro-Ed, 1995. 340. Kauffman and Hallahan's book is a compilation of various essays written about special education which focus on full inclusion. It is very informative, but the majority of essays are written by authors who oppose the adoption of full inclusion. Osborne, Allan G. and Charles J. Russo. Special Education and the Law: A Guide for Practitioners. Thousand Oaks: Corwin Press, 2003. 26. This book by Allan Osborne and Charles Russo discusses the legal implications of Special Education Legislation, namely IDEA. It also discusses various aspects of Special Education, such as student discipline and full inclusion. Rimland, Bernard. "Inclusive Education: Right for Some." The Illusion of Full Inclusion: A Comprehensive Critique of a Current Special Education Bandwagon. Ed. James M. Kauffman and Daniel P. Hallahan. Austin: Pro-Ed, 1995. 288-289. Bernard Rimland's article in The Illusion of Full Inclusion is different from the others in that he is a parent of a child with autism. He is opposed to full inclusion, and uses experiences with his son as well as other facts to back up his claim.
	Hardcopy Periodicals Bullock, Lyndal M., and L. Juane Heflin. "Inclusion of Students with Emotional/Behavioral Disorders: A Survey of Teachers in General and Special Education." Preventing School Failure 43.3 (1999): 103-110. This article discusses whether students with emotional disturbances can be successfully fully included. The authors, L. Juane Heflin and Lyndal M. Bullock, reflected on a study used to show that although full inclusion may be doable for children with learning disabilities or other less severe disabilities, it does not work well for students who are emotionally impaired. The article is well supported and includes statistics and other data. Fitch, Frank. "Inclusion, Exclusion, and Ideology: Special Education Students' Changing Sense of Self." The Urban Review 35.3 Sep. 2003: 233. Frank Fitch is a professor in the department of Educational Psychology at the University of Miami (Ohio). The article is a reaction to a study in which 11 special education students were fully included in a variety of inclusive and segregated classrooms. The article is in favor of inclusion. Fuchs, Douglas, and Lynn S. Fuchs. "Competing Visions for Educating Students with Disabilities: Inclusion vs. Full Inclusion." Childhood Education 74.5 (1998): 309-317. This article, by Douglas and Lynn Fuchs, focuses on the differences between inclusion, and full inclusion. Early in the article, the authors state that they are inclusionists, and proceed to show the flaws in the full inclusionists’ way of thinking. Despite the bias of the authors, their arguments are well supported.
	Web-Based Periodicals Hornby, Garry. “Inclusion or Delusion: Can One Size Fit All?” Support for Learning 14.4 (1999):152. Hornby examines the process involved in full inclusion of children with special needs in an unbiased manner. Hornby evaluates whether or not inclusion is a realistic goal, and whether it is more harmful and distracting to other children in the classroom. Hornby also investigates and compares inclusion policies in the United States and Great Britain. This article could be useful in learning about the ways in which policies differ from country to country and in determining the success of these practices. Parrish, Thomas B. "Special Education in an Era of School Reform." Nov. 2004. 2 Dec. 2004 <http://www.dssc.org/frc/pubs/parrish.pdf>. This periodical was compiled at the Federal Resource Center by Thomas Parrish. It discusses the pressure being put upon schools by the government to improve special education and the situation of schools in general. The argument contains many facts and statistics related to special education. Richardson, John G. “Historical Context, Professional Authority, and Discourses of Risk: Child Guidance and Special Education.” The Teacher’s College Record 104.3 (2002): 563 This article compares problems regarding maladjustments for children in special education settings. Richardson discusses this problem today as well as during the Child Guidance Movement of the 20’s and 30’s. He also talks about how special education has broadened its control and helped inclusion to be fully incorporated into public as well as private schools. Tarver-Behring, Spagna, and Sullivan. “School Counselors and Full Inclusion for Children With Special Needs.” Professional School Counseling 1.3 (1998): 51. Full inclusion is defined in this article as well as the evolving role of the school counselor in this process. Counselors now have work harder as they assist children in special education as well. These children have specific problems that sometimes require immediate and ongoing attention. It also discusses some of the specific laws that have been passed regarding special education. This article brings to light the vast number of people involved in special education in order for it to both be successful and run smoothly.
	Websites Cohen, Oscar. "Experts Speak Out Against Inclusion." Online Posting. 8 November 2004 <http:// www.zak.co.il/deaf-info/old/inclusion.html#incldeaf>. IOscar Cohen cites the opinions of experts in relation to full inclusion. He gets the opinions of teachers, parents, and others to show the negative affects of inclusion. Although somewhat biased, this article is able to present some of the arguments against inclusion. "Crawford First Education." Online Posting. 8 November 2004. <http://www.absfirst.com/facilities_ crawford.html>. Crawford First Education is a school that provides services for special education students such as aides. It explains what these services provide for the children, and how they are benefited by them. This site is slightly biased since it is a special education school, but it does give many accurate facts about special education and more specifically teachers aides. Cromwell, Sharon. "Inclusion: Has it Gone too Far?" Online Posting. 8 November 2004. <http://www.education-world.com/a_curr/curr034.shtml>. Education World is a group that attempts to aid teachers in different aspects of their jobs such as through providing lesson plans and materials. This website also provides articles on current topics in education, among them, an article on inclusion and the extent to which it should exist by Sharon Cromwell. This site is expansive with many links and useful information to the topic of inclusion. “Exceptional Student Services.” 17 November 2004. Online Posting. <http://www.ade.state.az.us/ess/transitionservices/>. The Exceptional Student Services website was created by the Arizona Department of Education supervised by Tom Horne. It explains the importance of transition services for special education students. These services help students to be mentally prepared for the world outside of high school. It also pairs them with different programs to ensure that they will be able to get jobs. Fuchs, Doug. "What is the Difference Between Inclusion and Full Inclusion?" 2004. Association for Supervision and Curriculum Development (ASCD). Online Posting. 3 Dec. 2004 <http://www.ascd.org/cms/index.cfm?TheViewID=1986>. On a website sponsored by the ASCD, this article is a Q&A with Doug Fuchs, who is a known researcher in the field of exceptional children. Fuchs explains briefly what full inclusion is and how it is different from regular inclusion. Fuller, Miriam. "The Purpose of Gifted Education." Online Posting. 24 November 2004. <http:// www.iland.net/~bshull/PAGE/new_page_1.htm>. Miriam Fuller uses this website to help to better explain the purpose of having special programs for gifted children in schools. She argues that these programs are just as essential as programs that are in place for special education students. Although she is slightly biased as a parent of a gifted child, she adequately explains the importance of these programs. "History of Special Education." 2003. Educational Resources Information Center (ERIC). Online Posting. 2 Dec. 2004 <http://www.hoagiesgifted.org/eric/faq/spedhist.html>. This website gives a brief overview of some of the key events in the history of special education. The website is published by the Council for Exceptional Children, and contact information is provided. "History of the IDEA." 2004. US Department of Education. Online Posting. 2 Dec. 2004 <http://www.ed.gov/policy/speced/leg/idea/history.html>. Put out by the US Department of Education, this article goes into detail about the history of IDEA and PL 94-142. It is very informative and presented in a very professional manner. The information is broken up into various subheadings and it is easy to find information. "How Well Prepared do Teachers Feel if Full Inclusion was Adopted?" Online Posting. 8 November 2004. <http://www.arches.uga.edu/~nealemc/roswellinclusion.html>. This site summarizes a study that was done in which teachers were asked whether or not they would feel prepared if full inclusion was adopted. All subject areas were polled including English, Mathematics, Art, and Physical Education among others. "Inclusion of Students with Disabilities In Regular Classrooms." Contexts of Elementary and Secondary Education. 2002. National Center for Education Statistics. 2 Dec. 2004 <http:// nces.ed.gov/programs/coe/2002/section4/indicator28.asp>. This website provides a range of educational data and statistics, as well as brief articles about issues in education. It is a very informational site, as well as professional, and is run by a section of the US Department of Education, so the data is accurate and up-to-date. “Inclusive Classrooms.” 17 November 2004. Online Posting. <http://college.hmco.com/education/ resources/res_topics/students/inclusive/>. Inclusive classrooms is a section located within the college division of the Houghton Mifflin Company. It explores the concept of the fact that every child is an individual with differing needs in all areas including education. It also goes into the legal aspects of inclusion including The Individuals With Disabilities Education Act and the concept of a "least restrictive environment." “Least Restrictive Environment.” 17 November 2004. Online Posting. <http://www.therapistfinder. net/journal/sped/least.html>. This is a division of the Therapist Finder website which finds therapists for people in need, in this case for students in special education who may need more aid outside of what they can receive in a school setting. It explains the importance if a "least restrictive environment" in helping children to adjust to special education. Pines, Marion. “What’s Really Happening with America’s Out-of-School Youth?” Online Posting. 7 December 2004. <http://www.aypf.org/forumbriefs/1997/fb041897.htm>. Marion Pines uses this article to investigate the fate of America's youth after graduating or ending their school careers. She explains the importance and value of a high school diploma in today's society. She presents and unbiased and informative presentation of this information. "School Construction Costs." 24 November 2004. Online Posting. <http://www.edfacilities.org/rl/ construction_costs.cfm>. To ensure that school administrators understand their options when either building new schools or adding to current structures, this site was created. It summarizes the costs involved in varying processes of school improvement. “School Transport.” 17 November 2004. Online Posting. <http://education.qld.gov.au/students/ transport/index.html>. Created by the Queensland Government to ensure that all children, even those with disabilities are able to have adequate transportation to and from school, this website explores different transportation options. It explains the rights of these children and their parents regarding transportation, including bus services. “Specialist Support for Children with Disabilities.” 17 November 2004. Online Posting. <http:// education.qld.gov.au/curriculum/learning/students/disabilities/process/ascertainment.html>. This is a link of the Queensland Government website that explains specialist support that is available to children in special education. It mainly focuses on ascertainment services which analyze children to see what services they may need, and what will be beneficial to these children. Stout, Katie. “Special Education Inclusion.” Online Posting. 17 November 2004. <www.weac.org/resource/june96/speced.htm>. This website was created by Katie Stout who is the director of the Wisconsin Education Association Council. It discusses what the council feels to be five important questions regarding inclusion and how well it works for different children. This was an informative website. It thoroughly answered and explored all of these questions in an unbiased manner. “Teacher Assistants.” 17 November 2004. Online Posting. <http://www.bls.gov/oco/ocos153.htm>. The U.S. Department of Education created this website in order to explain the role of teacher's assistants in special education. It also discusses how much or how little these aides are used depending on the severity of a child's disability. “Understanding the IEP Process.” 17 November 2004. Online Posting. <http://www.ldonline.org/ ld_indepth/iep/understanding_iep_process.html>. This website discusses how the IEP, or Individualized Education Process works. This is used for special education students to ensure that they are receiving the best possible education for their specific needs and limitations. "What is Inclusion?" 2004. Cooke Center for Learning and Development. 2 Dec. 2004 Online Posting. <http://www.cookecenter.org/inclusion.html>. This website is produced by the Cooke Center for Learning and Development and explains what inclusion is. It also is a website for a program in New York, geared toward bettering the educational opportunities for students with special needs. “Who Gets the Good Jobs and How Much They Pay.” 7 December 2004. Online Posting. <http://www.businessbookmall.com/Education_and_Occupations.htm>. This study was done to determine the benefits of getting a high school diploma. It explores whether or not people who have high school diplomas are actually paid more than those who do not. It provides useful statistics and facts on this matter.