The purpose of the present review is to examine the criticism of full inclusion that has been put fbrth in the United States by an organization fbr people who are blind and by teachers ol' students with visual disabilities, in order to investigate the implications of these criticisms. The organization fbr people who are blind criticized full inclusion on the grounds that there has been a lack of understanding of blindness-specific skills and, in the methods of teaching these skills (including separated settings), due significance had not been given to the emotional and social meaning of peer interactions for students who are blind and their role as a member of society, and that the metheds required for assisting them to attain social status have been treated as unimportant. Students who are blind have been faced with isolation, poor training, and insuthcient participation for society, although they have benefited from long-term education in an inclusive education system. A fu11 inclusion setting definitely ought to be beneficial for students with mild mental retardation and learning disabilities; however, students who are blind have failed to benefit from similar options, because they have not learned such matters as blindness-specific skills that they would have acquired ideally in a separate educational setting,

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