It aims to involve all students with disabilities, including severe disabilities, in academic and non-academic activities (Alquraini & Gut, 2012). According to Kenyon (2004), quality inclusion “must fit the details of everyday classroom teaching, must be perceived by teachers as effective for all students, and must enhance the teacher's current repertoire of instructional methods” (p . 10-11). There is support for inclusive education. Research has indicated that there are many positive effects of having students with disabilities placed in a general education peer environment rather than in self-contained classrooms (Katz & Mirenda, 2002b; Turner & Traxler,