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Inclusion is a term which expresses commitment to educate each child, to the maximum extent appropriate, in the school and classroom he or she would otherwise attend. It involves bringing the support services to the child (rather than moving the child to the services) and requires only that the child will benefit from being in the class (rather than having to keep up with the other students). There are many types of inclusion, but the most popular would have to be full inclusion. This form means all students, regardless of handicapping condition or severity, will be in a regular classroom/program full time (Baker, 1995, para 2). All services must be taken to the child in that setting. There are many benefits to this type of education, but it was a struggle to get the laws passed. The roots of these practices can be seen through section 504 of the Rehabilitation Act of 1973. It is the legal mandate on Least Restrictive Environment, use of supplementary aids, and services for students with disabilities. It was to ensure nondiscrimination on the basis of disability. The problem with this Act is section 504 did not explain the use of supplementary aids and services. The term least restrictive environment has increased in popularity