In the past several years, the literature on inclusion has grown from professional debate regarding the pros and cons of inclusion to empirical investigations studying the impact of inclusion on students and teachers. From this growing literature base, guidelines can be drawn indicating promising practices impacting the success of inclusive education for students with severe disabilities. These guidelines include identifying parent and student preferences, promoting a sense of empowerment for general education teachers, providing opportunities and supports for friendship development, and designing programs to meet the needs of all classroom students. Several questions remain unanswered regarding inclusion, such as how to ensure individualized instruction for the included student, what role community-based instruction should play, and how to develop a “sense of ownership” for the included student. Implications for practice are discussed.
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