en who are not handicapped, and that special classes, separate schooling, or other removal of handicapped children from the regular educational environment occurs only when the nature or severity of the handicap that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily (Villa and Thousand 5). However, because this law never uses the term inclusion, there is a large amount of debate around what is actually required. It is clear that the main purpose of the law is to limit the removal from regular education environment to the largest possible extent, therefore a person against full inclusion would argue that this would mean a regular classroom all the time, after all, what could be less restrictive then the normal setting of a typical classroom with a general education teacher (Mackenzie par.3). Depending on the severity of the disability the law might not be the best thing for the person, yet it's a law and needs to be followed and that is part of the controversial situation. Under the Individuals with Disabilities Education Act it ensures that the placement of every child with a handicapped condition be determined annually, and be based on the child's individual education program, also the school in which they will attend is to be as close as possible to the c
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