For over 20 years, many people advocated and fostered internationally through
legislation and policies for the mainstreaming of students with disabilities in inclusive
settings (MacFarlane & Woolfson, 2013; Tsokova & Tarr, 2012). While previous research highlights the success of past legislations, evidence points out that many students with severe disabilities face barriers when it comes to inclusion (Hausstätter, 2014). As a result of these barriers, not all students with a severe disability have the opportunity to encounter inclusive education. Although many students with disabilities have integrated into general education classrooms, teachers, still face challenges that require skills which they may not be sufficiently trained (Feng, 2012). Barriers faced are due more to lack of knowledge about disabilities and the severity that this lack of knowledge presents, also, administrative support, and lack of support from other staff members (Fuchs, 2010; Orr, 2009).

Despite the shift and the efforts to provide inclusive education, data indicate reluctance by general education teachers to embrace the idea (Moores-Abdool, 2010). Inclusive practices have on the other hand challenged general education teachers’ “perceptions of their effectiveness with both special and general education students” (Shoulders & Scott Krei, 2016, p. 24) in the inclusive setting. These perceptions according to Shoulders and Scott Krei (2016) may be an essential part of student achievement. The fact that inclusion is the law, many educators have begun to explore other possible settings that can be used to educate children with disabilities. A change in the education process has shifted the focus from the education of children with disabilities to proving the legal basis for inclusion of children with disabilities in the public education system. For change to occur, teachers will have to evaluate current educational practices that have been embraced in the new inclusion model.