Despite different interpretations and approaches toward inclusion, the idea of including students with special needs into general education classrooms has been supported by many parts of the world. Especially after the Salamanca Statement, there was a shift of policy focus, from special education to responding to the diversity within a general education environment, as part of human rights agenda demanding access to, and equity in, education. However, interpreting the ideology of inclusion for real life practices is not an easy task.
The purpose of this article was to disentangle different notions of inclusion and to suggest an alternative framework of Universal Design of Learning(UDL) for implementing the idea of inclusion. Overall, it is important to understand inclusion as "Education for All" and UDL as the principles that guide the development of educational tools to accommodate the diverse needs of all students, including those with special needs.