Full inclusion with respect to independent or special schools The treatment of people with disabilities has changed radically since 1800. Reynolds 1988, describes progressive inclusion, the evolution of the services provided to people with various disabilities. In the early 1800s, residential institutions, or asylums, seemed like common accommodations for individuals with hearing, vision, mental, or emotional disabilities. Institutions remained the main educational support until a century later, in the early 1900s. Parents of students with disabilities made a legislative change. During the 1950s and 1960s, these parents lobbied courts and parliaments to introduce change in educational services. Reynolds (1988), discussed the birth of the Education for All Handicapped Children Act of 1975. This act mandated that all children, regardless of disability, had the right to a free, appropriate education in the least restrictive environment. As a result, self-contained classrooms and resources have expanded in public schools. In 1991, the Persons with Disabilities Act was introduced. As a result, professionals in the field of special education are giving greater consideration to placing students in the least restrictive environment. The least restrictive environment was a concept outlined in the Individuals with Disabilities Education Act. As written, this law requires that children with disabilities must be educated alongside children who are not disabled to the maximum extent appropriate. Special needs classes, separate education or other removal of children with disabilities from the mainstream educational environment should only occur if the nature and severity of the disability are such that regular education... halfway.... ..on 1 , 2014, from http://www.sedl.org/change/issues/issues43.htmlMauro, T. (2009). Choose the right special education placement for your child. Retrieved from http://specialchildren.about.com/od/specialeducation/specialdrooms.htmReynolds, M.C. (1988, Winter). Past, present and future of school integration. Minnesota UAP Impact, 1(2), 2. Minneapolis: University of Minnesota, Affiliated Program on Developmental Disabilities. Staub, D., & Peck, C. A. (1994, December-1995, January). What are the outcomes for students without disabilities? Educational Leadership, 52(4), 36-40.Tornillo, P. (1994, March 6). Is light fashion harmful to our schools? Orlando Sentinel.Will, M. (1986, November). Educating students with learning disabilities: A shared responsibility. Washington, DC: Department of Education, Office of Special Education and Rehabilitative Services.