Recently, I heard a troubling excuse from my school district: the lack of federal funding was blamed for busing students far from their neighborhood schools and placing them in segregated classrooms. This same reasoning was used to justify why students with disabilities are often underserved—claiming that limited resources and inadequate teacher training make inclusion impossible.
As a parent, this reasoning frustrates me to no end. I’ve seen firsthand how these excuses harm children with disabilities and deny them the opportunities they deserve. Let me be clear: the biggest barrier to inclusion isn’t money. It’s mindset.
The Myth of Funding and Training Deficits
Districts often point to funding shortages as the reason they can’t include students with disabilities in general education classrooms. They claim they need more staff, more training, and more money to make inclusion work. But let’s take a closer look at what’s really happening. If inclusion were truly a priority, districts would find ways to make it work with the resources they already have. It’s not about having more—it’s about doing things differently.
Take Cecil County Public Schools in Maryland as an example. They didn’t wait for an influx of funding to prioritize inclusion. Instead, they embraced the belief that students with disabilities belong in general education classrooms in their neighborhood schools. Through collaboration, professional development, and a commitment to doing what’s right for kids, they’ve proven that inclusion is not only possible, but it works.
With the right supports, students with disabilities can thrive academically, socially, and emotionally. For instance, Cecil County has seen graduation rates for students with disabilities soar. Ninety percent of their students with disabilities spend over 80% of their day in the least restrictive environment, showcasing the power of a mindset rooted in equity and possibility.
Read more about Cecil County here: Cecil County Success Story.
Mindset: The True Barrier
So, why are so many districts still segregating students with disabilities? The answer is simple but uncomfortable: they don’t believe these students can succeed in general education classrooms. This fixed mindset—the belief that students with disabilities can’t achieve at the same level as their peers—drives decisions that isolate and limit them.
This mindset shows up in low expectations, unnecessary segregation, and a resistance to change. It’s easier for districts to continue with old practices than to challenge biases and confront the systemic barriers they’ve created. But easier doesn’t mean better—and it certainly doesn’t mean right.
Steps Toward Inclusion
We can’t accept these excuses. We must demand better for our kids. But how? Many districts don’t even know where to begin. Here are three concrete steps districts can take to shift their mindset and move toward meaningful inclusion:
1. Learn from Districts That Do It Well
Districts like Cecil County Public Schools and Bartholomew Consolidated School Corporation (BCSC) in Indiana have demonstrated that inclusion is possible when it’s prioritized. For example, BCSC has achieved a remarkable milestone: less than one percent of their students receive instruction in self-contained classrooms. This success is driven by their use of Universal Design for Learning (UDL) and a deep, community-wide commitment to an inclusive model. Nearly all students—whether traditional learners or those with disabilities—are included in mainstream classrooms.
Inclusion isn’t just about placing students in the same classroom. It’s about ensuring they have the right supports and creating an environment where every student’s unique needs are met. Districts must ask, “What does this student need to be successful?” and then take action.
2. Invest in Professional Development That Changes Mindset
It’s not enough to simply teach educators new strategies. We need to help them see students with disabilities in a new light. Professional development should focus on:
Recognizing students’ strengths and potential rather than their deficits.
Building collaborative relationships between general and special education teachers.
Implementing evidence-based practices like UDL and co-teaching.
3. Shift the Narrative
Changing mindset starts with changing the story. We must highlight the successes of students with disabilities in inclusive settings. Celebrate the teachers who make inclusion work. Share stories of growth, achievement, and the benefits of inclusion for all students. When we change how we talk about students with disabilities, we begin to change how they’re seen.
Why Inclusion Matters
Inclusion isn’t just about academics—it’s about dignity, equity, and justice. It’s about ensuring every child has the opportunity to learn, grow, and thrive alongside their peers.
As parents, we know our kids are capable of far more than the system often gives them credit for. We’ve seen their potential and the transformational impact of educators who believe in them. The real barrier to inclusion isn’t a lack of funding or training—it’s a lack of belief.
Inclusion is possible when districts focus not just on placing students in general education classrooms, but on giving them the tools and supports they need to succeed. It’s time to demand change. Our kids deserve nothing less.