IntroductionThe right to have access to education is a concern for people with disabilities. They were treated poorly and often excluded from society. Responding to parents' and educators' concerns about the exclusion of children with disabilities, the Individuals with Disabilities Education Act was born. Public law “guarantees a free and appropriate public education to every child with a disability in every state and locality across the country.” In the 1970s, children with disabilities entered school, and over the years the number of special education students increased dramatically, from 4.3 million students in 1990 to 6.9 million students in 2003 (The Council of Chief State School Officers, 2007). The philosophy Inclusive education has “brought teams of general education and special education teachers working collaboratively or cooperatively to combine their knowledge, perspectives and professional skills” (Ripley, 1997). Many approaches have been developed and studied over the years to determine best practices for inclusive education in public schools, which include mainstream and special 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 single teacher can or should have all the expertise required to meet the educational needs of all students in the classroom. Therefore, collaboration and cooperative teaching are recognized as essential to the effectiveness of inclusion programs. (Léonard, L. and Léonard, P., 2003). Below we discuss the importance of collaboration and cooperation for the development of special education systems and inclusive programs, must be able to accept the possibility of a total reconstruction of their current system. Administrators should provide extensive training for everyone in 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 for creating effective systems for the school, the community, and, most importantly, people with disabilities (Wisconsin Education Association Council, 2007). Once appropriate 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 today and continue to create equal opportunities for quality education for all..