ABSTRACT
Since the landmark passage of P.L. 94-142, the Education of All Handicapped Children Act (1975), which guaranteed all children with disabilities a free, appropriate public education (FAPE), children with disabilities have been attending public schools. Prior to this legislation, children with disabilities were largely uneducated, residing in institutions or with family members. Today, the inclusion of students with disabilities in the general education classroom signifies a true revolution has occurred within education over the past 30 years as 95% of students with disabilities are now served in general education classrooms (U.S. Department of Education [USDE], 2002).
