that money will be saved. They also believe that trying to force all students into the inclusion mold is just as discriminatory as trying to force all students into the mold of a special education class or residential institution. At the other end of the spectrum are those who believe that all students belong in the regular education classroom and that "good" teachers are those who can meet the needs of all the students, regardless of what those needs may be.
             Between the two extremes are large groups of educators and parents who are confused by the concept itself. They wonder whether inclusion is legally required and wonder what is best for children. They also question what it is that schools and school personnel must do to meet the needs of children with disabilities.
             One major concern for administrators is cost. For instance, how will they afford to make classrooms and buildings easily accessible for disabled students? Also, how will they afford to hire the personnel needed to effectively address the needs outlined in the students' IEP. Unfortunately for the administrators, these actions are not optional. They are required by law to make the necessary adjustments to buildings, classroom, walkways, staff, etc. to provide an appropriate education to each individual student. The are many court cases that challenges to legality of forcing schools to make these costly adjustments. One example is Greer vs. Rome City School District (11th Circuit Court, 1992). In this case, the court decided in favor of parents who objected to the placement of their daughter in a self-contained special educatio
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