This was the beginning of inclusive education where most of the students with disabilities were slowly enrolling to public schools (Smith et al. 2008). This event marked the new era as students with disabilities are being recognised. .
Since then, UNESCO has been calling to governments' around the globe to adopt inclusive policies by welcoming children with disabilities to mainstream schools (UNESCO, 1994). It was not until November, 2011 that inclusive education had been effective for Fiji and five schools being chosen as demonstration schools starting on January 2013 (Fiji Ministry of Education, 2011). It has since then being reflected and making its way up and is urged to be noted by the Pacific people and Pacific teachers. This was evident in the multiple workshops and awareness made in the region. Secondly, schools as mandated in the inclusive education policy should accommodate all children regardless of their physical, intellectual, social, linguistic or other disabilities (Fiji Ministry of Education, 2011). There are many reasons for schools in the Pacific to accommodate the disabilities. Studies shows that inclusive education improves education and employment opportunities, helps to foster understanding and responds to diversity and most importantly it delivers them from segregated settings (Jenkinson, 1997; Kugelmass, 2004; Peters, 2003; Rix & Simmons, 2005). These reasons give meaningful ideas and facts on why they should accommodate students with any form of disabilities.
The first reason is that it improves educational and employment opportunities (Jenkinson, 1997). A well-known research centre for learning disabilities have revealed that inclusive education had provided higher academic results, job opportunities, and high self-esteem compared to those attending segregated schools (National Research Centre on Learning Disabilities,2005) There are higher probabilities that they will find work after finishing their education.
