Inclusion in education is an approach to the education of students with special educational needs; According to this model, students with special needs spend most or all of their time with students without disabilities. Evidence from the last decade reveals that segregating students with special needs, instead of spending time with non-disabled students, is actually harmful to them both academically and socially. Segregation of students placed in the special education category is a very common trend in public schools, but in recent years inclusion in general education settings is becoming a more credible option. Placing students in an inclusive classroom is effective in positively adapting not only their academic performance, but also the social and developmental skills needed throughout life. Despite concerns regarding success and prospects, the inclusion of students with special needs in general education classrooms within the public school arena proves beneficial to all aspects of education. In contrast to the beneficial validity of inclusive education, there are also particular controversial concerns that are occasionally brought to light and require attention in inclusive classrooms. “Despite the movement toward inclusion being the most significant trend in… countries… the academic consequences of educating students with special needs in inclusive rather than segregated settings remain contested” (Canadian Council on Learning 2). One of the main concerns that are noticed due to this growing trend is generally how attention will be divided in classes among all types of students. “The growing demand for inclusive practices within mainstream schools has led to classroom teachers having to take direct responsibility for…half of the article….” British Journal of Special Education 33.2 (2006): 76 -81. Premier of academic research. Network. February 27, 2012 Roffman, Leslie, Todd Wanerman, and Cassandra Britton. Including one, including all: A guide to relationship-based early childhood inclusion. St. Paul: Redleaf Press, 2011. 8. Print.Roffman, Leslie, Todd Wanerman, and Cassandra Britton. Including one, including all: A guide to relationship-based early childhood inclusion. St. Paul: Redleaf Press, 2011. 9. Print.Schulz-Hamsa, Irene. Inclusion and technology: A marriage of convenience for educational leaders. 1998. ERIC. Network. February 27, 2012. Yuen, Mantak, Westwood, and Wong. “Meeting the Needs of Students with Specific Learning Difficulties in the Mainstream Education System: Data from Hong Kong Primary School Teachers.” International Journal of Special Education 20.1 (2005): 67-68 ERIC. Network. February 27. 2012.