The teacher is then given this goal oriented time specific goal development document to aide in supplementing or altering instruction to meet the needs of the specialized student in inclusion and seclusion. (Filler & Xu, 2006, p. 92) This document and its development are created whenever and individual child is observed and then designated to need such assistance based on his or her inability to meet age appropriate developmental goals, in large part based on standardized developmental scales that designate age appropriate ranges for physical and cognitive skill development and though they have been around almost since the inception of IDEA and the LRE they were not always developed or used to their fullest extent for any given child. (Filler & Xu, 2006, p. 92) Filler & Xu also stress that inclusion is not successful if a child with special needs is simply placed in a classroom with average learning students in his or her age group, instead they stress that meaningful interaction is the key to success and that such interaction does not occur without care planning and implementation of these plans. The IEP goes a long way to address the planning aspect but is not all inclusive of the reality of how meaningful interaction occurs, though almost as important the IEP lays the groundwork for the development of LREs for each student. (Filler & Xu, 2006, p. 92)
In recent years much more research has been done on inclusion, regarding best practices and advocacy. One example: Odom, Wolery, et al. (1999). entitled Preschool inclusion: A review from an ecological systems perspective, is summarized and further developed in a review of works, by Odem. The summary article also utilizes a substantial list of seminal works by other researchers to develop a set of what is known about inclusion and what is yet to be learned or improved upon. (Odom, 2000, p. 20) From this a list of observations supported in empirical literature has been developed and expounded upon and fundamentally paid attention to with regard to best practices and accountability. This again is proof of the trend for IDEA serving as a catalyst for experiential change and now for change implementation. One of the most significant changes to the IDEA legislation is the manner in which IEPs have become more fluid, in other words IEPs can be amended, midterm without the time cost of convening the IEP committee and with the approval of parents, teachers and administrators when the real classroom needs of the student must be taken into consideration. (National Collaberative on Workforce and Disability, 2004, pp. 1-4) Another fundamental change that has allowed the fear of GE teachers to be set aside is the language in the law that perceptually gave GE teachers and other educators only very limited alternatives for destructive behavior interventions. Where the old law gave the special needs child almost cart blanc to act in whatever manner they felt necessary, including but not limited to physically harming others. Teachers and others now have the authority to remove these students when such event occur and then review the manner in which either the student's particular disability affected behavior or if there was some fault of the educational environment that contributed or caused such behavior. This aspect of change has allowed educators a far greater ability to both psychologically and functionally address serious harmful behavior. (National Collaberative on Workforce and Disability, 2004, p. 3)
According to Odom the outcomes of inclusive classrooms are for the most part positive as children with disabilities do as well as they might do in special education classes and some research suggests better performance on developmental skills. In addition to this the researcher claims that the research also supports the fact that disabled children tend to have better behavioral performance in LRE settings as they model the behavior of normally developing children and lastly typically developing children seem to develop better attitudes with regard to disabled children and gain greater knowledge of different types of disabilities. (Odom, 2000, p. 20) One of the most consistent findings among researchers on the subject, according to Odom is that disabled children have less social interactions than do typically developing peers in inclusive classrooms. This indication is likely in part do to fear of rejection of experiences of rejection of disabled children in inclusive classrooms.
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But research is very mixed on what that answer is when the data is voluntarily revealed. For example, if someone "likes" Apple on Facebook and Apple then in turn markets Apple products to that person, it should be asked whether Apple is acting improperly. Companies with products that compete with Apple could do the same thing. Research bears out that this question comes down to personal and professional ethics
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