The Lion's Pride Volume 10 (Spring 2018) | Page 72

supported in a regular classroom with provisions made for them. Lastly,
integrated special education is a few typically developing children in a
classroom with the majority having special needs. Each of the terms
used in discussions about inclusion are descriptions of methods used to
facilitate or create an environment which is in the best interest of all
children. However, one could argue that there are clear-cut difference
between methods while another makes claims that the distinction would
be arbitrary: “The difference between mainstreaming and inclusion is
philosophical” (Allen & Cowdery, p. 5). Regardless, inclusion is present
with the goal being what is in the best interest of the children who are
taking part in the programs.
Ethical, social, developmental and monetary issues have been main
points in the arguments surrounding Early Childhood Inclusion. The
early educational system has done a great disservice to those children
that might require special provisions, in the past by full segregation and,
in many ways, it still does by lack of support or acceptance. Until a
common goal is reached and value is placed upon acceptance and
support then ethical problems will remain unsolved. Katie Stout, writing
for The Wisconsin Education Association Council (2001), states:
“Inclusion remains a controversial concept in education because it
relates to educational and social values, as well as to our sense of
individual worth”. Children with disabilities whether physical or mental
have the right to the same educational experiences as typically