Notes

Students with cognitive disabilities are shown to benefit from inclusive classrooms. “These results are well known (Kirk, 1954 as cited in Dunn, 1968) and suggest consistently that retarded pupils make as much or more progress in the regular grades as they do in special education.” (p. 8). 

Brown et al. (1991) argues that students with cognitive disabilitiesshould not spend 100 percent of their time in the general education classroom but the general education classroom should be home base.  A common belief is that people with severe disabilities should be in segregated classes but there is a degree in which they can be integrated and general education should be assumed as the best placement with support services supplemented.