Abstract
Throughout the United States of America, access to a free and appropriate public education from preschool until high school is a right for students of all ability levels. Education in America is currently accessible to all learners, yet this has not always been the case. Although there is an appropriate education available for all learners, students both with and without disabilities are not always educated in the same environments despite the proven benefits for both groups. Individuals with disabilities are continually denied access to their typical peers. They are often educated in a segregated classroom on a typical campus, or sometimes they are educated on segregated school sites completely away from their neuro-typical peers. When students with disabilities are included into courses with their typically developing peers there are benefits for all learners. Although there are benefits in many areas, one of the most notable is the social benefits for all individuals. Individuals with disabilities benefit from the models that typical peers provide for social interactions. Social benefits are also prevalent for typical students and teachers since working with individuals of all ability levels is a life skill and learning how to communicate with different learners is a compelling skill. Although there are many research based benefits in favor of inclusive education, there are also many concerns and perceived challenges. Despite the perceived challenges of inclusive education, teachers and administrators alike are able to see the growth and benefits for all parties involved within an inclusive setting when all members of the team collaborate to support the students.