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Inclusion, which promotes educating all students with disabilities in the general education classroom setting, has triggered an intense debate in the field of special education. the purposes of this study were to highlight issues regarding inclusion, present findings on state practices on inclusion, and explore implications for practice and further research. findings from state surveys indicated great variety in state policy, acceleration in inclusion activity, a commitment to providing inservice and technical assistance, emerging teacher certification guidelines specific to inclusion, and minimal empirical research regarding the benefits of inclusion.
Katsiyannis et al. (Fri,) studied this question.