I would definitely pursue fixing the situation in the first grade as well as ask about it in the meeting and specifically make sure it says in the new IEP exactly what situations your child will be out of the general education classroom. This might be for one-on-one or small group work, but should only happen for something special like music therapy or after your child has shown themselves too distracted to get supportive help in that classroom or in specific need of personal instruction like reading. These should also be examined annually. If this isn’t what happens it is no where near mainstreaming, much less inclusion. Telling the school you would like to observe in both the “inclusion” room and where the students are taken before signup_user_complete the new IEP might also be a good idea.
For the poster who said you couldn’t really know what the situations is the other children being pulled out are because you can only talk to the parents, this isn’t necessarily true. The IEP document the school should be following is the same as any shown to you by other parents.
For example, I have a son with both ADHD and Down syndrome who has actually been included for the vast majority of every day throughout school, and he’s now 15. For ninth grade we were offered a class with other children in special education for reading, writing, and math, but it was a explained by the lead Spec. Ed. specialist and we discussed what the alternatives were based on our goals for him and his 1st grade skills in these reading, writing, and math. Up until now he’s only been out of the classroom at specific, limited times for subjects he couldn’t do in the other class because he was too distracted by what everyone else was doing and we were always asked and for the music therapy that was our decision for him to do. In face a few times in middle school he brought home assignment sheets obviously not his because he took a copy as they were passed out.
This year he is also taking a mix of general education classes (earth science, ASL (with a specially trained instructional aide), PE/health, introductory culinary science (though learning to cook things for home when the others talk about finances and management), and introduction to child development, along with two periods of focused education in a separate classroom with 11 other kids and their aides and the lead special ed teacher where they cover reading, writing, math, and sometimes fun things. We are lucky in that this district truly believes and demonstrates a high degree of inclusion, but the main point is removal should be specific to the child’s needs and with the knowledge and agreement of the parent(s) in all cases.