Philosophy of Special Education Inclusion: Inclusion is whereby all students are welcomed in a regular classroom. Inclusive schooling is the practice of including all students, regardless of culture origin, socioeconomic background or disability- in supportive mainstream schools and classrooms where all students' needs are met. Inclusive schooling is made up of three components. First, support networking and organization of teams as well as individuals who support each other. Some examples are school-based and district-based service teams as well as community agencies. Collaborative consultation and learning is the procedural component. It involves individuals with a variety of knowledge who work together to plan and implement programs for diverse students in mainstream environments. Cooperative learning is the instructional component that is relevant in a classroom learning atmosphere. The principles of inclusion apply not only to students with disabilities but also to all students.

    There are many benefits to students in an inclusive setting. Inclusion in classrooms gives opportunities for children to learn from one another. The integration of students is necessary for children to gain positive values and respect for each other. Children with a variety of various levels of disability learn more in integrated setting than in segregated. Students also get a chance to be in diverse setting, which they benefit from socially.

    The definition of exclusion is to bar from participation, consideration or inclusion. Exclusion in schools is discrimination. Education is a human rights issue. A person with a disability has a right to be in school. That school should modify their system to include everyone.

    Mainstreaming: "Mainstreaming" is the placement of a student in a regular classroom for educational purposes. "Partial mainstreaming" is the placement of students with disabilities in the regular classrooms for part of their instructional day, but not as the primary placement.
    Self-contained classroom Self-contained classroom students are offered a regular education curriculum. In these classrooms, only the conditions and settings change, rather than the curriculum. A typical adaptation in this setting is to limit the amount of reading a student must do. The alternative curriculum involves teaching survival skills as well as independent living skills.