Inclusion in Rural and Urban Classrooms in New Mexico

Abstract

The New Mexico Department of Education has recommended that New Mexico schools work toward full inclusion in the classroom. All students regardless of disabilities will be included in the regular classroom to the maximum extent possible. The authors of this article address current inclusion practices in special education. The legislature, professional educators, and parent support groups are continually working to develop better methods for teaching students with disabilities. Special education is currently undergoing major changes related to the least restrictive educational placement. At the forefront of educating students with disabilities is the full inclusion model of education. Proponents and opponents are divided regarding this controversial paradigm. The authors conducted a modified Delphi Survey and examined the pros and cons of full inclusion in one urban and two rural New Mexico communities. Educators responded to a survey instrument concerning the perceived benefits and problems of inclusion in their rural school districts.