classroom, it did so without specially designed instruction which meant that the regular classroom only allowed in those disabled students who could keep up with instruction that was not designed for their needs. Today, this view has changed and instruction is now seen in a broader context, one that emphasizes the special needs of disabled students.
Regarding integration, the association between it and inclusion seemed natural for, as noted by Hines (2001), the rationale supporting inclusion was always philosophical rather than empirical. Based on principle, its early proponents insisted that the integration of students with disabilities was inherently "right" and comparable to racial integration. However, in more current thought, integration is also removed from the general concept of inclusion on the grounds that it presumes that "segregation" exits and students are with their disabled peers part-time. Of the applicability of this concept, Moore and Gilbreath (2002) state:
In reality, students who were integrated part-time were not truly a part of the class and were often involved in activities very different from the other students in the class. Inclusion, a philosophy of acceptance, belonging and community, also means that general education classes are structured to meet the needs of all the students in the class. This is accomplished through educational strategies designed for a diverse student population and collaboration between educators so that specially designed instruction
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