The implementation of policies and laws related to inclusive education, thereby emphasizing diversity and difference in our society (Ashman & Elkins, 2009) , would have broad implications for how society views what is different from the accepted “norm.” The education system and the peer group within the school system are important agents of socialization in an individual's life. Children absorb the values, attitudes, and beliefs of the society in which they participate from an early age (Ashman & Elkins, 2009). Slee (2001) argues that inclusive schooling requires schools to recognize all types of differences, whether disability, ethnicity, gender, class and sexuality. Furthermore, it challenges schools to embrace difference, encourage and promote flexibility, thereby benefiting not only the curriculum and pedagogy, but also the community and the students themselves (Slee, 2001 ). Through the development of inclusive education, it is possible that children will grow up to be more accepting of differences, where once the notion of something “different” and “separate” could arouse caution, fear and ridicule. There are multiple policies and processes within our society that support inclusiveness and the right of every child, regardless of their special needs or difficult circumstances, to education. The Salamanca Declaration, developed globally in 1994, affirms the right of every child to education. In support of this policy, the Commonwealth Disability Discrimination Act (1992) sets standards for disability in our education system and the Melbourne Declaration (2008) further attempts to promote equity and excellence within our schools. In addition to these policies, processes are in place to encourage our national agenda, including...... middle of document...... Employment, Training and Youth (2008). Melbourne Declaration on Education Goals for Young Australians. Retrieved March 12, 2010 from http://www.curriculum.edu.au/verve/_resources/National_Decleration_on_the_Edcational_Goals_for_Young_Australians.pdfMungai, A. and Kogan, E., (2005). Path to inclusion. Voices from the field. United States of America: University Press of America. Slee, R. (2001). Pushed to the margins: students with disabilities, inclusive schooling and the politics of opportunity [Electronic version]. Cambridge Journal of Education, 31, 385-397. Retrieved March 8, 2010, from Learning at Griffith. United Nations Educational, Scientific and Cultural Organization (1994). Salamanca Declaration on Principles, Policies and Practices in Special Education. Accessed March 12, 2010 from http://www.unesco.org/education/pdf/SALAMA_E.PDF