ildren and for regular-track children to learn tolerance and appreciation for disabled persons (Odom & McEvoy, 1988). This appears to be the case especially in computer-equipped classrooms, which sometimes unexpectedly facilitate both instructional and social integration of physically or mentally handicapped students in ordinary classrooms (Wall & Siegel, 1994; Holzberg, 1994; Heckman & Rike, 1994; Storeygard, et al., 1993).
The term "full inclusion" refers to the concept of enlarging mainstreaming functions to include not only mildly but also severely disabled students in mainstream public-school populations. Connected to this concept is the idea that special education classes as such should be eliminated altogether as special-needs students are unqualifiedly integrated into the mainstream. Full-inclusion advocacy appears to have increased since passage of the 1990 Americans With Disabilities Act (ADA), under which "courts and the U.S. Department of Education have given increasing support to inclusion programs" (Wilgoren, 1994, p. A29).
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