Inclusion Special education as a concept is historically shrouded in controversy. (Seligmann, 2001, p. 1) Additionally the demand for special education funding and implementation has only increased as the number of students recognized as needing special services has continued to grow exponentially within the past forty years. (Macht, 1998, p. 1) The cultural awareness of the challenges and concerns of developmentally delayed students has also increased exponentially since the time when

It is also worth noting that the evolving nature of special education can be attributed to the cultural changes, family values, and civilizations taking place. Research attitudes towards people with special educational needs exhibit considerable variation as one move from one culture to the other. Findings show that people of different culture may perceive the similar conditions differently. For instance, Yoruba perceived that albinism as a punishment from God (Wilson,

"By the 1980s, the field had moved to a functional skills model. As the evidence for this approach mounted, the field refocused on age appropriate skills and knowledge performed in authentic settings and the functional life skills curriculum became best practice. The functional, age-appropriate curricular focus resulted in these students demonstrating skills and knowledge not thought possible earlier" (Quenemoen, 2008). In the 1990s, added significant new practices were acknowledged as

Thus, efforts aimed at helping teachers to avoid harmful stereotyping of students often begin with activities designed to raise teachers' awareness of their unconscious biases." (1989) Cotton goes on the relate that there are specific ways in which differential expectations are communicated to students according to the work of: "Brookover, et al. (1982); Brophy (1983); Brophy and Evertson (1976); Brophy and Good (1970); Cooper and Good (1983); Cooper and

.." (2004, p.3) the hands-on experience is also related as being important in the science class in the work entitled: "The National Curriculum" which states that science through inquiry: "...stimulates and excites pupils' curiosity about phenomena and events in the world around them" (the National Curriculum, 2006) and that science also "satisfies this curiosity with knowledge." (the National Curriculum, 2006) Scientific inquiry teaches students investigate skills in the areas of:

Special Education According to the Federal Laws of the United States of America, "Special Education means specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability [IDEA 97-300.26(a)]." The revised statutes of Arizona defines a child with disability as "a child who is at least three but less than twenty-two years of age, who has been evaluated and found to have