Preparing teachers for full inclusion: Is it possible?

Abstract Advocates for full inclusion posit that students are more alike than different, and therefore, all students are best instructed in the regular classroom. Preparing teachers for this eventuality would require that they be trained in depth to teach students with specific disabilities effectively and trained in extraordinary breadth as well because they would be required to teach students with many different disabilities. Examples from medicine and other fields illustrate the impossibility of such training under even the most favorable circumstances.