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Abstract

Many public schools in the United States are implementing inclusion programs; however, some research has shown that students with disabilities are not benefiting from inclusion. Part of the difficulty with inclusion lies with the implementation practices of the schools. Stigmatizing by labeling a child is another concern; even through inclusion, ownership of the child is questionable. It is also illogical to take children from the general education classroom, label them as having a disability, and then return them to the same classroom with modifications and support. Modification and support could easily be provided without referring children for special education services. By examining the assessment practices of schools, and the perception of inclusion by special education teachers, it is proposed that preclusion, the providing of modifications and support without special education, is best practice. Preclusion would not only benefit students who have disabilities without the stigma, but also those who would not qualify for special education, but would benefit from services provided in the general education classroom.