Differentiation of Work

• Perhaps one of the most obvious issues connected to inclusion is the suitability of the curriculum to the student. Students with special educational needs may struggle to understand the work in class. Though teachers will understand this to be an issue, they may not have the time to give the amount of additional support to which special-needs students might need, and may not have the training or experience to meet the student's particular needs. This can result in students not being engaged by the work and not getting as much from lessons as they would in a special-needs school. However, though special-needs students may behave differently to other students, it is often the case that their needs put them at no academic disadvantage and it should not be assumed automatically that these students cannot handle the work of their peers.
  
  

Formation of Peer Groups

• In many cases, good and lasting friendships develop between special-needs students and their peers, particularly between preteen children. However, it can also be the case that special-needs students find it easier to form a peer group within special-needs schools where students with similar experiences can be better at empathizing and understanding each other. Special-needs students may experience bullying and isolation in mainstream education, and though this may also happen in special schools, the staff will be specially trained to deal with this problem.
  
  

Integration and Combating Prejudice

• Perhaps the strongest argument for inclusion is that a shared educational experience integrates special-needs students into wider society and prepares them to leave education as independent young adults. Education in special school may not prepare students to cope with people who have no experience with people with special needs or how to do things without support. By creating an environment where special-needs students and their peers interact, a better understanding of special needs will be developed. This forms a valuable part of the informal curriculum for all students, allowing prejudices to be challenged and better integration of people with special needs to be facilitated.
  
  

Difficulties for Teachers

• Though in most cases integration of special-needs students provides no difficulty to other students, in some cases the needs and behaviors of the students can be hard to accommodate into the classroom environment. This can be particularly problematic when the student does not have additional support from an assistant and can make extremely heavy demands on a teacher's time. This can have a negative impact on the educational experience of the rest of the class.