T he practice of including students with disabilities in general education classrooms has been gaining momentum for more than 15 years (Andrews, et al., 2000; U.S. Department of Education [USDE], 2000;Will, 1986). During this time, many complex philosophical, legal, and educational issues have been raised for schools, courts, and society as a whole. Lack of satisfactory academic performance by students with disabilities, combined with growing demands for social equity and civil rights, increas-ing identification of students requiring services, and ballooning costs of special education, prompted a radical reconsideration of the special education delivery system of the mid-1980s (Kavale & Forness, 2000Will, 1986). Since that time, increasing numbers of students with disabilities have been educated within the context of general education (McLeskey, Henry, & Axelrod, 1999; USDE, 2000).Two major issues have surfaced: the efficacy of the continuum model and the use of inclusive education to address shortcomings of the contin-203

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The Americans with Disabilities Act (ADA) is a sweeping piece of civil rights legislation directly affecting public schools. Although the Individuals with Disabilities Education Act and Section 504 of the Rehabilitation Act are more frequently applied, ADA may offer both students and employees another avenue for redress. It is at this intersection between the ADA and the IDEA that requirements for antidiscriminatory policies and practices present serious dilemmas for school officials. Typically, over time courts will provide answers about requirements, and state education agencies will promulgate application regulations. In the meantime, school officials grapple on a regular basis with implementing the requirements of the ADA. The authors of this article describe current circumstances that act as a catalyst for reflection, discussion, and proactive-rather than reactive-responses.

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