d in special education classes may give a great deal of individual attention, but when students want to attend a higher level of education or enter the workforce, they realized that the real world operates very differently. There are some difficulties being experienced around the idea of mainstreaming. The ability to provide sufficient funding for inclusion is difficult. School budgets are continually decreasing, and federal aid is not sufficient. Classes continue to grow in size, increasing the ratio of students to teacher. The more students in the class, the more difficult it is to have individualized programs for students. Teachers need to take a management course of some sort to work with students that have special needs, and maintaining constant interaction with resources teachers or professionals will foster continual learning. Some parents may also resist the whole ideal of mainstreaming. They finally received special education for their children, and if they include them in regular classes, the services they finally received will gradually diminish. Although there are both negative and positive outlooks on the subject of inclusion, it continues to be studied, evaluated and assessed. So why has mainstreaming become, for the most part, an accepted and suitable alternative for children with disabilities. It has received support and increasing attention since it is directed at development of the child. The law states that every child, regardless of disability, has the right to free public education. (Deiner 1993, p. 26) The purpose of education for disabled students is to provide basic skills and knowledge, to teach them to function independently in the community, and to develop minimum occupational skills to allow them to be self-supporting as adults. During their educational learning children need to develop the characteristic of self-determination (Field 1996, p. 40). The idea of self-determination includes self-actu...
