Abstract
The current exclusion tendencies of the disabled individuals has created an alarming gap which should be bridged in the next millennium and beyond. Their present exclusion in many tasks has led to being dependants and non-performers.
Teachers, parents and schools have an obligation to the promotion of inclusion whose outcome is for the enhancement of self esteem and minimization of dependence. This advocacy should be a dual and equal role among the stakeholders.
This population needs to be trained from instructional to independent level in order to have a whole round productive person. The attainment of this level will enhance their self-concept and esteem.
Successful inclusion can be attained through a multidimensional approach where the stakeholders come together with the excluded in focus. Parents and society should play a major role in assisting everyone visualize the need to refocus the current dominant-like exclusion tendencies and aligned goals towards the welfare of this population.
Lack of potential realization has contributed to their exclusive role the society has been playing for decades. Task forces can provide a working base to this inclusion advocacy. Restructuring of the current varied and exclusive focussed world-wide education educational systems is the only success to this venture.
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