To gain a clearer insight of inclusion, it is a must to recognize how this concept has come to being. Even before the people with mental health difficulties become adults, there has been a prelude to the federal special education as brought about by a history of discrimination (Turnbull, et. al. 1995). The nations' schools practiced two kinds of discrimination related to disabilities for a long time in all over the country for a number of years until a law was passed. The concern on discrimination was that school administrations excluded many, if not most, students with disabilities from schools altogether (and if they admitted the students with mental difficulties to school, they did not provided them with an effective or appropriate education) and students from minority groups are often classified as students with disabilities when in fact they did not have disabilities. And as part of their classification discrimination, they are sometimes labeled as students with one kind of disability when they really had other disabilities. (Lippmann, and Goldberg: 1973).
Inclusion has become controversial as interest groups, politicians and the general public has strong opinions on the practice. Although many of those opinions are well informed, sadly some are not and just want to change the way inclusion is conducted (and even some want to abolish the practice). Even educators disagree about how inclusion should be implemented and whether it should be done at all/ nonetheless it is the law, and every educator at every level of schooling is affected. True to the premise that excellent education is education that is excellent for all, it is the professional responsibility of every educator to provide each student with the best education possible, thus, inclusion, when done well, is an important means for meeting that responsibility (Lombardi, 1999).
History and why it is important
The advocate for rights to an equal education opportunity begun in the early 1970's when families begun to sue state officials, claiming that the exclusion and classification practice violated the students' rights under the federal constitution, until a public law was enacted to protect the rights and interests of people with mental health difficulties. The law, which is now called Individuals with Disabilities Education Act (IDEA) guarantee students a free appropriate public education, providing them federal to state and local educational agencies to help educate them from birth to age three (early intervention) from age three to age six (early childhood special education) from age six to age 18, and from age 18-21 (transitions or aging out of school). In as much, through IDEA special education was classified as specially designed instruction to meet the unique needs o a student with disability (Turnbull, et. al. 1995).
The social-cultural realities of integration of this law, however, are not with any challenge. When inclusion was enacted and people with mental health difficulties were given equal access to educational system (and the society in general) there were such that one group is viewed as the "mainstream" and one group that is not. The challenge on inclusion lie heavily on a value that has to be manifested in the way the