The idea of ​​inclusion within a classroom tends to spark controversy from many people. There is currently no clear consensus on a definition of inclusion (Heward, 2006). There are many different views on how students with disabilities should be treated. These opinions ranged from full, partial, or even no inclusion of students in mainstream education. Different descriptions of inclusion tend to reflect the person's own views of it. People who believe that students should not be included in the classroom focus on the negative characteristics of inclusion, such as the challenges of developing plans for students as well as the hard work that inclusion requires of these plans. However, studies show that full inclusion has many benefits for students, both those with and without disabilities. Inclusion has been shown to improve student social skills, encourage communication, inspire laws and regulations, and improve the overall school experience (Gargiulo, 2012). Although it will take more time than some would like or have the patience, full inclusion can be achieved in the classroom, with its benefits outweighing the hard work it requires. Teachers, parents and students all become better communicators when they are involved in the mainstream school inclusion process. Teachers learn that communication can be key, while parents can alert teachers if their child is having a bad day. Since the simplest things can drastically affect the student, the idea of ​​open communication between teacher and parents is vital, as parents will learn of these trends before anyone else. Communication also works well the other way. If the student is having a bad day, a... middle of paper ...... opportunity for the child to interact with others and live as normal a life as possible. Those who are willing to put in the time and effort will see the many benefits that inclusion has to offer. Works Cited Elhoweris, H. and Alsheikh, N. (2006). Teachers' attitudes toward inclusion. International Journal of Special Education, 21(1), 115-118Gargiulo, R. (2012). Special education in contemporary society (fourth edition). California: SAGE Publication, INC. Heward, W. (2006). Exceptional Children: An Introduction to Special Education. (8th ed.). Upper Saddle River, NJ: Pearson Education, Inc. Leatherman, J., & Niemeyer, J. (2005). Teacher attitudes towards inclusion: Factors influencing classroom practice. Journal of Early Childhood Teacher Education, 26(1), 23-36. Retrieved from http://dx.doi.org/10.1080/10901020590918979