ABSTRACT
“Inclusion does not mean trying to ‘fit’ students with special needs into the mainstream; instead it means creating a mainstream where everyone fits” (Snell & Janney, 1993, p. 245). What is involved in this creation? What might classrooms and schools look like during and after the transition to inclusion? This chapter focuses on some of these structural and cultural changes that schools and classrooms undergo when children with disabilities are integrated into school, and included in general education classrooms. I draw heavily on my current research in Virginia as well as on the work of others.
