Abstract
Although few children with severe disabilities may need withdrawal from regular classroom or even from regular school, it is an established fact that most of them learn best in regular classroom along with their non disabled peers. Since inclusive education has a number of social, economical and psychological benefits for children with special needs, most recognise it as the most widely accepted modem trend of educating them.
However, the society at large seems to be reluctant to contribute for its feasibility for various reasons. Some think that children with special needs, particularly with disabilities, will not benefit from regular classroom instruction, for there are too many students in each classroom, around 100. Besides, since regular teachers do not know the necessary specific skills such as sign language, raille... needed by children with special needs, it seems unwise to expect effective instruction that can enhance their learning.
Moreover, some regular teachers seem to be unwilling to accept children with special needs in to their classrooms thinking that teaching them is only the responsibility of special teachers. On the other hand, even if they are accepted, there aren't adequate special educational materials and facilities that can enhance special educational service. Likewise, the already admitted few children do not benefit from regular classroom instruction in the same way as their non disabled peers.
Therefore, so much should be done to bring inclusive education to the attention of educational personnel, experts, regular teachers and the society at large.
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