Inclusive education means that "schools should accommodate all children regardless of their physical, intellectual, social, emotional, linguistic or other conditions" (UNESCO, 2001). In Australia, Disability Standards for Education 2005 under Disability Discrimination Act 1992 was formulated and to elaborate the legal obligations of education providers in relation to provision of education and training to students with disability as the same rights with dignity as other students in a supportive environment which values and encourages participation by all students (Disability Standards for Education, 2009, para. 3). .
The Department of Education also provides the comprehensive policies and guidelines for school practices against discrimination and toward social justice & equity, and for professional practice of all teachers to cater for diverse learners, whatever the level of their ability or disability, within regular education (Aniftos & McLuskie, n.d.). The trend toward inclusive education or whole schooling is likely to increase in recent years. McGregor & Forlin (2005)'s research studies that the impact of including students with disabilities in regular education has brought students with positive and accepting attitudes towards their peers with the participation in an inclusive education setting. .
In Jenkins's (2002) article, the author proposed different models for the development of the inclusive and continuum-based approach, in which schools adopt a mix of inclusive and individualized approaches and re-conceptualize their educational resources policies. Within Jenkins' (2002) model, the school setting I would like to place in the fourth quadrant of which it "provides sustained strong social support and positive learning environment and a resources balance sheet" (p.67). Through inclusive school approach, resources allocation increases total school capacity to all students.
