Inclusion, in education, is the process of allowing all adolescents an equal opportunity to participate in regular classroom activities regardless of their abilities. Formally segregated lessons, in the form of special education programs, were primarily used to educate students with more demanding needs. Then as perspectives and priorities changed concerning the right to equal education and with the passing of pertanite federal legislation starting in the 50's, integration started becoming more popular. This change of heart was propelled in part by the American Civil Rights movement; which challenged the forced segregation of students based on race. Then in 1975 the American Congress passed the Education of all Handicapped Children's' Act, extending the right of equal education opportunities in free public schools to any individual. This was reenacted again in 1990 as the Individuals with Disabilities Education Act (IDEA) and has undergone various amendments in the time between then and now. The purpose of these acts and others was to place adolescents with special needs in regular classroom environments where they could interact with other children their own age.
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That is not to say that mainstreaming is unworkable. Other concerns also exist about how these programs are administered. It's the tendency to go all or none that puts a wrench in the works. Various professionals both in and out of the field of education have published such concerns. Such as writing, motor skills and communication. These concerns are varied and come from all sides. By involving all those concerned and keeping lines of communication open the transition should be made smoother. And use these differences as an asset rather than a liability. But equality, although a very popular way to administrate, is not always practical. It used an inclusive approach by combining young children (3-5 years) of various abilities. Its conclusions suggest that improved understanding of which strategies and procedures work and which do not needs to be addressed; as well as clarifying the outcomes for individuals who participate in mainstreaming programs. , was designed to help educators involved in mainstreaming to recognize what the strengths of their programs were; as well as to help them to pinpoint aspects of their initiatives in need of revision. It is often the case that inclusion children tend to be placed by chronological order rather than by ability. Parents of adolescents with special needs see the programs as mixed blessings. The present trend is to tell students "how it's gonna be" and then wonder why they have difficulties adjusting.