The provision of education for students with special needs has evolved from complete segregation to the provision of teaching within mainstream classes (Andrews and Lupart, 2000 ). Integration will be successful if the necessary supports and services are in place within the education system. Unfortunately, the public special education system currently used in Ontario does not meet the integration needs of students with difficulties in regular classes. Even today, many educators believe that segregation of students with disabilities is justified and not harmful (Valeo, 2009). To abolish segregation in Ontario's public school system, strategies are absolutely necessary. Although there are challenges, there are many methods to promote inclusion by integrating struggling students into standard curriculum classes. One of the challenges facing Ontario school professionals is the merging of mainstream education and special education. This integrated system values, supports individual differences, and operates in response to the diverse strengths, challenges, and experiences of all students. (Andrews and Lupart, 2000). The most debated question among school professionals and advocates is whether a unified system provides students with better learning opportunities. The reason for this debate is that school professionals wonder if this type of system will reduce the possibilities for students in difficulty to receive individually adapted teaching (Boscardin, 2005). The goal of inclusion through integration is to make available instructional strategies that effectively produce acceptable educational outcomes for struggling students and that can be implemented in ways that promote inclusion. Educators must...... middle of paper ....... (2000). The inclusive classroom: educating exceptional children. Scarborough: Nelson Thomson Learning. Boscardin, M. L. (2005). The administrative role in transforming secondary schools to support inclusive, evidence-based practices (Vol. 33). American secondary education. Dixon, S. (2005). Inclusion – not segregation or integration, is where a special needs student belongs. The Journal of Educational Thought, 33-53. Harpell, J.V. and Andrews, J. (2010). Administrative leadership in the age of inclusion: promoting best practices and teacher empowerment. The Journal of Educational Thought, 189-210.Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria: Association for Coaching and Curriculum. Valeo, A. (2009). Persistent bias in education: Disability at the door. Dordrecht: Springer Science+Business Media BV.