Inclusion is a topic that is always at the forefront of educational controversies, in the classroom and also in Congress. According to the Cyclopedic Education Dictionary, inclusion can be defined in two ways: firstly, inclusion can be defined as the placement of children with disabilities in a general classroom for the entire school day and secondly, inclusion can be defined as the placement of students with disabilities. in a general classroom for part of the day, while they are placed in a special environment for the other part of the day (Spafford and Grosser, 1998). Parents and teachers have debated the issue of full inclusion of students with disabilities in public schools since the passage of the Education for All Handicapped Children Act of 1975. The social implications of full inclusion can be both positive and negative for the student, with positive consequences. results from adequate and beneficial programs implemented by public schools. Before 1975, all children with disabilities were included in general education classes; however, children with severe disabilities are placed in institutions for educational and living purposes. In 1975, Congress passed the Education for All Handicapped Children Act, which mandates that all students with disabilities be placed in a classroom considered the least restrictive learning environment. This law highlights the importance of learning in an inclusive environment; however, this does not restrict the placement of students with severe disabilities in a segregated environment (Romano & Chambliss, 2000). In 1991, the name of the law was changed to the Individuals with Disabilities Education Act (IDEA) after some modifications. This new law states that every disabled child has an edge...... middle of paper ......s. ERIC Information Center on Elementary and Early Childhood Education. Individuals with Disabilities Education Act (IDEA). (2001, December). Retrieved November 24, 2002, from http://www.pta.org/ptawashington/issues/idea.asp. Lipsky, D., & Gartner, A. (1998). Bringing inclusion into the future. Educational Leadership, 78-81. Merritt, S. (2001). Overcoming barriers to inclusion. Educational Leadership, 59, 67-70. Romano, K. and Chambliss, C. (2000). Attitudes of K-12 teachers and administrators toward inclusive educational practices. Disabled and gifted children. 1-29. Sage, D.D. (ed.). (1997). Inclusion in secondary schools: bold initiatives, stimulating change. New York: National Professional Resources, Inc. Spafford, C., Pesce, A., & Grosser, G. (1998). Inclusion. In The Dictionary of Cyclopedic Education. (p. 29). Albany: Delmar Publishers.