The Debate of Integration into Classrooms

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Introduction The subject of integrating children with disability into regular classrooms has been the epicenter of debate among scholars and practitioners in the special education industry. This owes to the reality that authors like Berg (2004) and Cassady (2011) made publications on the topic in question. It is critical that the integration of physically and mentally disabled children into regular classes is a transforming global issue that must be subjected to various applications and interpretations. In fact, Cassady (2011) asserts that the idea of integrating students with disabilities into regular classrooms causes controversy among administrators, teachers, and parents. This topic is controversial because some scholars believe that all students qualify to attend regular classrooms while other scholars argue that only those students that can maintain identified rates of academic progress should attend regular classrooms. The idea of integrating children with disabilities into regular classes has been implemented in several nationalities. For instance, in the United States of America, seventy percent of children with disabilities spent forty percent of their day in public schools. The integration of students with disabilities (in the United States) was made possible by the Education for All Handicapped Children Act of 1975 (Winter and O’Raw, 2010). Consequently, other nations emulated America because the same author affirms that all European Union countries have the
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