education and the management of inclusion in schools have become public and accountable through the law and pace of litigation over issues that relate to inclusion, student rights, disability and discrimination significantly increases each year” (Osborne, 2000). The respective leaders of quite a number of nations have also been concerned. Programs, lobbies, and organizations have increased regarding inclusion over the years. More and more people have been getting involved. Likewise, the number of schools affected by inclusion has multiplied. The education system has been changing towards equality for all students. Increasingly, many individuals have realized the benefits of this movement. As humans, freedom has always been one of our strongest passions. It brings us joy to know that we are all being refined in the culture of equality. Educating all children to the utmost extent possible in a regular classroom is one of the noblest movements of mankind. We must then say yes to inclusive education since it fights for the rights of all children to be full members of the society.
Some people think that inclusion is not the best option for all cases. Several think that it is unfair for the other students to be compromised. “…for example, children with hearing impairments may be in segregated classrooms or at home to concentrate on learning sign language” (Deiner, 1999, p. 31). Other factors such as fragility and abusiveness are also issues especially when it comes to full inclusion. Indeed, it would be difficult for a child with severe aggressive behavior to be grouped with other 7-year-olds. Other challenges regarding this concern are awareness, professional preparation in early care and education, educational standards and assessments, as well as adult-child ratios (Deiner, 1999). A number of individuals still have misconceptions about inclusion. Others just define it with their own understanding. Furthermore, definitions have evolved and influenced by a