The special education system arose precisely because of the non-adaptability of regular classes and that since nothing happened to make these general education classes more adaptable, full inclusion will likely lead to the rediscovery of the need for a special education classroom (Skritic, p. 160). One of the goals of special education is to place students in the least restrictive environment possible for their needs. For example, you wouldn't put a whale in an aquarium because you are limiting it to an environment that is incapable of meeting its needs. The success stories presented show a student with a disability in a general classroom with a full-time supporting teacher. It's great that the child's learning was successful, but what happens when there are four children with multiple disabilities and the school has no money to pay another teacher to be with the students? Those who oppose full inclusion believe that most students with disabilities are better served outside of the regular classroom because special education programs are tailored to students' needs and individualization is more likely to occur in smaller classes with specialized teachers (Heubert). Total inclusion raises many confusing ideas. Will high school students with a kindergarten reading level be in kindergarten class? Are they going to be sitting in a classroom where the standards are extremely higher than theirs? Neither is appropriate and does not support the growth of students with