The integration of the varied categories within the school setting varies some choosing partial inclusion while others are pursuing full inclusion practice. Either of the inclusion subsystems, it is notable the entire essence and role of inclusion in facilitating equal education opportunities for the people of the nation.
The concept of inclusion remains a somewhat vague as many do not understand what inclusion means and entails. The subject of mainstreaming also arises as the public strives to understand the issues with the current education and the need for the changes to incorporate inclusion. The historical development of the subject began with “progressive inclusion” to define the process of the evolution of services for the disabled people. Initially, as the United States emerged as a national, the educational services did not factor the people with disabilities. In the early 800s, the residential institutions and asylums began to facilitate and accommodate those with hearing, mental, emotional or visual impairments (Smith 32). The options facilitated for the primary source of education for the disabled until the 900s when the unit for special day schools for the disabled came into fashion. The 950s and 1960s marked the organized movement from the parents of children with disabilities in pressuring the courts and legislature for changes in the education services for their children (Smith 38). Following the act describing education for all handicapped children, the disabled children had the basis to mandate them to access appropriate education in the least restrictive environment possible. This least restrictive environment is what inclusion seeks to establish for the children with disabilities as they pursue their life endeavors. It is difficult to establish the status of educational placement for the students with disabilities. However, according