‘Inclusion is a right not a privilege for a select few’ oberti v. board of education, (2010). It is the right of all children in America, whether disable or not to have full access to resources and social interaction in inclusive schools, this has been an important topic of discussion for many years. Children who required Special Education were treated poorly and often desegregated from society in the 70s. The 90s reviewed little change, as children then were placed in special schools for their learning disability. The concerns of parents and educators over the exclusion of children with disabilities, birth the Individuals with Disabilities Education Act (IDEA). To-date the Public Educational Policy states that every child born with a disability from birth to age twenty-one (21), is entitled to a free and appropriate public education, IDEA (2005, PL 108-446.). In accordance with this Act, Schools in America had to incorporate these children and provide them with the best learning environment possible whether they had a physical or mental disability and
regardless of their strengths and weaknesses. Special Educational (SE) was used to mask students who struggled with mental retardation, sensory, motor skills, visual and auditory disorders. Inclusive Education (IND) means that all students, despite their challenges must be placed in age-appropriate classes within their community and be given quality teaching, support, and intervention that facilitate them in achieving success and have a productive life in society (Bui, Quirk, Almazan, & Valenti, 2010; Alquraini & Gut, 2012). Today the goal of all schools is to provide an environment that is least restrictive to facilitate disabled children, records have shown an increase of disabled children in inclusive schools, to-date 6.5 million across America, with 65% being physical disabled, Children and Youth with Disabilities Report (2018). This paper will discuss, the ways inclusive education aid special needs children that are physically disabled living in America through implementing inclusive teaching strategies, relationship building, and curriculum adjustment.