Students with disabilities who are not included are typically either mainstreamed or segregated.
A mainstreamed student attends some general education classes, typically for less than half the day, and often for less academically rigorous, or if you will, more interesting and career-oriented classes.
Schools with inclusive classrooms do not believe in separate classrooms.
They do not have their own separate world so they have to learn how to operate with students while being less focused on by teachers due to a higher student to teacher ratio. Schools most frequently use the inclusion model for selected students with mild to moderate special needs.
They may provide a variety of settings, from special classrooms to mainstreaming to inclusion, and assign, as teachers and administrators often do, students to the system that seems most likely to help the student achieve his or her individual educational goals.
Students with mild or moderate disabilities, as well as disabilities that do not affect academic achievement, such as using power wheelchair, scooter or other mobility device, are most likely to be fully included; indeed, children with polio or with leg injuries have grown to be leaders and teachers in government and universities; self advocates travel across the country and to different parts of the world.
Inclusion in education refers to a model wherein special needs students spend most or all of their time with non-special (general education) needs students.
For example, students with special needs are educated in regular classes for nearly all of the day, or at least for more than half of the day.
Whenever possible, the students receive any additional help or special instruction in the general classroom, and the student is treated like a full member of the class.