Normally, a disabled child is sent into a school specifically designed for them or their parents may opt to hire a private tutor that will facilitate the child's education. This is not the case for inclusion. In theory, inclusion states that all student are part of a so-called school society and that students regardless of their physical or mental limitations are entitled to the same level of education that a normal child experiences and that disabled children must develop a sense of belonging with other children, his or her teachers and other school personnel regardless of his or her condition. The concept of inclusion was much well accepted that it gave rise to IDEA in 1997. IDEA is actually an acronym that stands for Individuals with Disabilities Education Act, and it states that schools should provide the necessary tools and techniques necessary to facilitate the learning process of children with disabilities given a normal classroom environment ("Inclusion, 2006; Department of Special Education, 2006). Thus far, inclusion has been well received and is also said to be quite effective even for those suffering from autism. However, inclusion has been proven to have high maintenance costs, though these costs can be justified by its effectivity as some experts claim. But in any case, inclusion provides what every child (whether normal or disabled) needs in a proper learning environment: a sense of belongingness as well as a group of friends that are willing to accept him or her despite his or her disabilities. Furthermore, inclusion provides disabled children a number of benefits that were previously unavailable to them such as housing and healthcare (Harchick, 2005).
The Definition of Inclusion
Inclusion is a teaching method in which children with physical or mental disabilities are integrated in a normal classroom occupied by normal students. It is intentionally constructed to fill in the needs of disabled students ("Inclusion", 2006). Foreign languages for example, are taught using a variety of activities facilitated by educators and specialists which guide both normal and disabled students through the whole learning process. A typical class in an inclusive school appears to be a normal classroom except that there are times that the class may be a little noisier than usual but this is all part of promoting creativity, resourcefulness and productivity among students (Department of Special Education, 2006).
Some experts divide into two more categories: partial and full inclusion. Technically, partial inclusion states that a disabled child needs only to be in the classroom for about two-thirds of the total number of school days. In full inclusion, the disabled child is required to attend all of his or her schooldays in the classroom ("Inclusion", 2006) An inclusive school also discourages competition among its students and it is though of to be student centred. Students are also encouraged to set up their own rules and policies and in turn everyone is expected to abide by it, in effect an inclusive school teaches a student how to become a functional and beneficial part of society (Department of Special Education, 2006).
Recent Studies about Inclusion
The core concept behind inclusion that students who have been