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SRINIVASARAO, VASAMSETTY* ABSTRACT Inclusive education, as originally defined by the Salamanca Statement (UNESCO, 1994), refers to schooling in which all children, including children with severe disabilities, have access to regular classrooms with the help of adequate support. Inclusive education means all learners, children, and youth with or without disability being able to learn together in ordinary pre-school provision, schools, colleges, universities and community educational settings with appropriate network of support services. Inclusive education in special education is a recent concept, and also an accepted approach and general education in the Indian content. A teacher in the regular school focuses on the average learner but is also experienced in handling academically talented as well as slow learners. Inclusion offers a different perspective on the education of child with disabilities in ordinary schools and all children are welcome regardless of difference. In this system, the emphasis is not on treating the deficit but on adapting the environment to accommodate the disability perceiving it as a normal difference. An inclusive school is a place where everyone belong the child is accepted and supports by their peers and other members of the school in the source of training for their educational needs. It is flexible and individualized support system and provided in the regular schools, committed to an appropriate education for all.