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This article addresses the debate regarding the placement of students with emotional and behavioral disorders and learning disabilities in inclusive classrooms. This review discusses the factors that suggest why students with EBD and LD succeed more in separate settings emotionally and academically. It also discusses other educational options that bring inclusion and separate settings together, such as co-taught classrooms. There are both academic and social benefits of separate settings for students with LD’s. The actuality of inclusion being implemented is addressed with regards to how teachers and school districts are planning for inclusive classrooms. The following research supports that students with LD and EBD are better served in separate settings.
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