IntroductionThe right to have access to education is a concern for people with disabilities. They were treated badly and often marginalized by society. In response to the concerns of parents and educators about the exclusion of children with disabilities, the Education of Persons with Disabilities Act was created. The public law “guaranteed a free and appropriate public education for every child with a disability in every state and locality across the country.” In the 1970s, children with disabilities entered schools, and over the years the number of students in special education has grown dramatically, from 4.3 million students in 1990 to 6.9 million students in 2003 (The Council of Chief State School Officers, 2007). of inclusive education has “given rise to teams of general education and special education teachers who work collaboratively or cooperatively to combine their professional knowledge, perspectives, and skills” (Ripley, 1997). Over the years, many approaches have been developed and researched to determine best practices for inclusive education in public schools, which include mainstream and specialized schools. The challenge for educators and school systems is to decide which approach and strategies meet the individual needs of all students in classrooms. Collaboration and cooperative teaching in school systems Successful inclusion assumes that “no one teacher can or should have all the skills necessary to meet the educational needs of all students in the classroom”. Therefore, collaboration and cooperative teaching are recognized as essential for effective inclusion programs. (Leonard, L. & Leonard, P., 2003). Discussed below is the importance of collaboration and cooperation which...... half of the document ......to develop special education systems and inclusive programmes, must be able to accept the possibility of reconstruction total of their current system. Administrators must plan extensive training for all members of the organization to better inform, educate, and implement the desired program or system. As inclusion becomes more widespread, research and data must be analyzed to determine specific and effective strategies in creating successful systems for the school, community, and, most importantly, for individuals with disabilities (Wisconsin Education Association Council , 2007). Once adequate research and data are available to show positive outcomes and strategies for providing effective inclusive education, educators and administrators must make the most of the information currently available and continue to create equal opportunities for quality education for all.