The philosophy behind inclusion is the notion that tolerance and acceptance provide the framework of a community to which all can belong. Importantly, inclusion does not segregate people who are different or who have special needs, but instead, respects (by including) all persons regardless of race, creed, culture, gender, sexual orientation or disability. Inclusive practices are the most equitable practices for a classroom to model, since they authorize and affirm all persons.
Inclusion in the classroom is the prerogative of teachers and students, as all involved in learning are called to practice tolerance and inclusive behaviors. Inclusion, exponents believe, makes students and teachers better members of society, since it teaches them to accept, appreciate and respect diversity and difference. Teachers and students who practice inclusion in the classroom will practice inclusion outside the classroom.
Inclusion is also based on the philosophy that classrooms should be structured after society. Society is diverse, abounding with people of different race, creed, culture and other identifying traits. It is critical to prepare students for the kinds of diverse environments they will confront in real life. According to education professor Dr. Susan Etscheidt, "children of all ages should learn and grow in environments that resemble the environments they will eventually work in."
Inclusive practices benefit students with special needs. When a student is singled out for special instruction or removed from the classroom to attend a special program, his self-esteem suffers. Anxiety and insecurity about being "different" may severely impact his ability to learn and develop. But if he is included in the traditional classroom setting, he will feel a part of mainstream activities. He will be given opportunities to achieve alongside his peers.