Students with disabilities should share the same rights as other students in general education classroom settings. These rights should include indistinguishable assessments, identical books, opportunities to take advantage of resources offered to students in traditional educational classrooms and more. This sort of advantaged experienced can easily occur when all students are educated in inclusive educational settings. It is equitable. It is also appreciating and celebrating diversity.

Educators, parents, and legislators across the board take different positions on how persons with disabilities should receive an education. Individuals without special education training often do not understand the benefits of students with disabilities being educated in the least restricted environment. Studies demonstrate that students with disabilities being educated in the general education classroom have increased drastically over the past decade.

Studies have also proven that educating students with disabilities in a traditional regular education classroom is a positive approach. Too often educators that are not trained in the field of education are not knowledgeable of the importance of students with disabilities being educated in the least restricted environment.

In this least restrictive environment, students with disabilities have opportunities for the same sort of assessments as other students; they just receive the additional support of resources when necessary. They also receive all the same educational benefits as students that have spent their entire education in a general education classroom.

According to Lupu (2017), teachers in an urban high school were interviewed about their beliefs about inclusion. The method tool used was an interview with a qualitative methodology design. The focus group interview method was conducted among ten teachers that teach on the secondary level in urban school settings. The results from the interviews yield that teachers demonstrated a positive attitude toward inclusion, but additional information demonstrated that it appears that every teacher may not have been totally honest with their answers. This is consistent with behavior patterns of many general education teachers pattern in educating students with disabilities in schools throughout our nation on all grade levels.

According to Verza (1998), integration represents a way of achieving normalization. Normalization means ensuring conditions for children with special needs similar to those for normal children.

I can agree that integration represents normalization, but I strongly disagree with the above statement, by Verza (1998), that normalization means ensuring conditions for children with special needs similar to those for normal children. All students are normal. Statements such as this contribute to why many students with disabilities often have poor self-esteem. Too often uninformed people view individuals with disabilities as less proficient than others. This sort of attitude contributes to individuals being one of the most marginalized individuals in our society.

Students with disabilities have as much of a right to have placement in a traditional general education classroom setting as any other student. Students with disabilities deserve that same benefits as any other student. When educating students, it is important for a stance on equity to be in the forefront and realizing the importance of appreciating the value of diversity and taking a position to celebrate diversity in educational settings.

https://www2.ed.gov/admins/lead/speced/toolkit/index.html

http://www.parentcenterhub.org/essa-fact-sheet-acad-assessments/

http://www.readingrockets.org/article/no-child-left-behind-determining-appropriate-assessment-accommodations-students-disabilities

http://www.ldonline.org/article/54711/

https://osepideasthatwork.org/node/88

Lupu, N. (2017). Teachers Opinions Towards the Integration of Students with Special Needs in Mass Education. Bulletin of the Transilvania University of Brasov Series VII: Social Science Law Vol. 10 (59) No. 1 -2017

Verza, E. (1998). Bazele psihologice ale educajei integrate a {Psychological foundation of intergrated education} In E. Verza, & E. Paun (coord). Educatia integrate a copilor cu handicap {Intrgrated of children with disabilities. Bucuresti: Asociatjia Reninco Romania.