Little Johnny is approaching his third birthday and will soon no longer be able to benefit from early intervention services. Mr. and Mrs. Doe are frightened by the thought of the family making this change. They felt comfortable with Johnny's current support team. However, Johnny's Early Head Start team reassures them that they will support them every step of the way to make the transition to the next stage of Johnny's education a success. Definition of inclusive education Inclusive education is different from “integrated” education. Inclusive education is defined as students with disabilities receiving their education through local school districts within their district's general education classrooms. The student with a disability is expected to receive an education in the age-appropriate general education curriculum alongside his or her peers. While the term integrated or integration refers to special education classes held in the same school building or campus as general education students, however, the classes are self-contained. The special education student would have only minimal interaction with general education students during recess, art, or gym class. Integrative education does not create a sense of belonging or peer acceptance; it only continues to generate a sense of difference among all students (Odom, Horner, Snell, & Blancher, 2007). The Public Education System in the Context of Disabilities and IDEAS Since the enactment of IDEA in the 1990s, and its earlier predecessor, the Education for all Handicapped Children Act of the 1970s, the American educational landscape has changed forever . The social mentality has been reshaped; teachers are taught to teach differently, and schoolchildren play with disabled people p......middle of paper......). Baltimore: Paul H. Brookes Publishing Co. Ko, B., & Boswell, B. (2013). Teacher perceptions, teaching practices, and opportunities for inclusion. The Physical Educator, 70(3), 223-242.Loreman, T. Seven Pillars of Support for Inclusive Education. International Journal of Whole Schooling, 3, 22-38. Obiakor, F., Harris, M., Mutua, K., Rotatori, A., & Algozzine, B. (2012). Making inclusion work in general education classrooms. Child Education and Treatment, 35(3), 477-490. Odom, S. L., Hornor, R. H., Snell, M. E., & Blanch, J. (2007). Handbook of developmental disabilities. New York: The Gilford Press.Peters, E., & Johnson, T., (2006). Thriving in the co-taught classroom. Science Scope, 30(4),56-58.Sindelar, P., Shearer, D., Yenol-Hoppey, D., & Leibert, T. (2006). The sustainability of inclusive school reform. Exceptional children, 72(3), 317-331.