This article, “Integrating Disabled Children,” explained the importance of inclusiveness when teaching disabled children. It began with a discussion of the potential ramifications of that inclusiveness, as there was some concern expressed about inappropriate behaviors being imitated on both sides. Non-disabled children may be influenced by inappropriate behaviors unique to the disabled children, and the disabled children ran the risk of being influences by inappropriate behaviors unique to the non-disabled children, and vice versa Another concern brought up was development. It was expressed that if integrated classrooms were implemented on a large scale, having non-disabled students in the room might distract the teachers from helping the disabled students, which would in turn slow down the development of the non-disabled children. Neither of these concerns are absolute stoppers for integrated classrooms; the author simply wanted to point out the risks as well as the benefits.
The author concludes the article by explaining that disabled and non-disabled children can be in the same classroom, but that it is best to integrate gradually, rather than all at once. The importance of a positive attitude on the part of the teacher is stressed, and it is made clear that integrating classrooms is something that should be well-planned.

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The findings of this article indicate that while integrating a classroom with disabled and non-disabled children does carry with it a fair amount of risks, such as isolation and delayed development on both sides, there are also a fair amount of benefits. Being exposed to children of different developmental levels early on in their lives can help people to not only become more tolerant of differences, but help them to hone their instincts and patience.

This article shows that it is important to discuss the differences between disabled and non-disabled children, as refusing to discuss those differences leads to misunderstandings and potential hurt relationships. However, it is also important to be accepting of people.

    References
  • Hanline, M. (1985). Integrating Disabled Children. Young Children, 40(2), 45-48. RetrievedJanuary 13, 2016, from JSTOR.