> Attitudes toward inclusion differ among those involved. Heflin and Bullock (1999) noted that inclusion has met with resistance from general education teachers who face teaching children with multiple and severe learning problems to include those with emotional and behavioral disorders. On the other hand, Cook (2001) reported that teacher attitudes are a function of the severity of the disability and many view inclusion as a positive experience for all. Study findings are consistent regarding the need for training, experience, support, and collaboration to identify and deal with the disabled student (Harding & Darling, 2003); Turner, 2003; Van Reusen, Shoho, and Barker, 2001).
This review of the literature concerns the topic of inclusion. The following issues are presented: the inclusion controversy; attitudes toward inclusion; prior experience, training, and support needs; and school, teacher, and student attributes.
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