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As the significance of inclusion prevalently predominate in recent years, educators and professionals draw their attention to inclusion of students in educational settings in America. Including students with learning disabilities in general educational setting is a relatively debatable topic in the American society. The main goal of this article is to explore the importance of inclusive education for both ordinary and special needs students. It aims to use critical discourse analysis to examine how effectively inclusion is represented among American children in their early years. It also reveals advantages and disadvantages of the inclusive system in various aspects. Reviewing past literature, we find out that inclusion provides equal chances for all students, achieves interdependence among ordinary and special needs students, aid special needs students in adapting to society easier, and demonstrates diversity in teaching methods. However, we also discover that inclusion tends to cause problems like peer reject, curricular inflexibility, immaturity in system construction, as well as deadlock among teachers. At the end of this article, we provide relatively feasible recommendations for further improvements in the practices of inclusive system in education.
Chen et al. (Sat,) studied this question.