الفهرس 
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Abstract
Inclusion remains a controversial topic in the education world. It requires people to question both their educational and social values and beliefs.
Inclusion provides all students, including those with significant disabilities, equitable opportunities to receive effective educational services, with the needed supplementary aids and support services, in age appropriate classrooms in their neighborhood schools, in order to prepare students for productive lives as full members of society
Inclusion is concerned with providing appropriate responses to the broad spectrum of learning needs in formal and non-formal educational settings. Inclusive education is an approach that looks into how to transform education systems and other learning environments in order to respond to the diversity of learners. It aims towards enabling teachers and learners both to feel comfortable with diversity and to see it as a challenge and enrichment of the learning environment, rather than a problem. Inclusion emphasizes providing opportunities for equal participation of persons with disabilities, including those considered having emotional, behavioral, sensory, physical, or mental disabilities, whenever possible into general education, and leaves open the possibility of personal choice and options for special assistance and facilities for those who need it.
Transforming a traditional school environment into an inclusive environment presents challenges. The movement to an inclusive educational environment requires a transformation of the philosophy, values, and practices of the educational community.
Special education is the training that is implemented in an environment which is suitable for the disabled children through the help of qualified personnel and special development programs, helps those with outstanding characteristics to increase their competence up to the highest level, prevents turning of inadequacy into disability, enables disabled individuals to be integrated with the society by helping them to be self-sufficient and equip individuals with skills so that they can become independent and productive.
The basic principle of special education which has adopted along with new legislations is to plan and carry out the services without isolating individuals with special education needs from their social and physical environment.
The effect of inclusive education on the academic achievement of children with special educational needs seems to be slightly positive. Very few studies found negative effects of inclusion on the achievement of children with mild to moderate special educational needs. Quite a few studies found neutral.
The studies of the socio-emotional effects of inclusive education indicate that children with special educational needs are in a less favorable social position than children without special educational needs. It is hard to draw conclusions about the effect of inclusive education: there are very few studies that compare children with mild to moderate special educational needs in inclusive and special education. Furthermore, some found positive effects, but others found negative socio-emotional effects of inclusive education.
Studies of the effects of inclusion on the academic achievement of children without special educational needs mostly found positive or neutral results.
Little researches are available on the social effects of inclusion on children without special educational needs. Researches mostly finds positive or neutral and mixed effects.
However, many still hold the view that the segregated education continuum of services offers unique advantages.
Diversity is the keyword in the inclusive classroom. These classrooms should be informal allowing for multipurpose use. The researchers discussed some issues that should be dealt with in organizing a successful inclusive classroom that is, the physical environment, psychosocial environment, classroom organization, curriculum and handling the challenging behaviors.