Historically, children with special needs or disabilities had been educated in a separate setting in order to protect them from the stigma and rejection they might face with their non-disabled peers. They have to be segregated to provide special methods and materials appropriate for their special learning needs.

Stainback (2012) emphasized that CSEN learn differently and that different psychological and educational theories and techniques were needed to educate them. This traditional way of teaching CSEN by means of segregation or exclusion putting all the children with the same disabilities was an example of inferior education and had been receiving negative comments. They also feel alienated when they are out of their special/resource room. They do not know how to mingle or socialize with non-disabled peers.

These CSEN are always afraid and shy to join the non- disabled children because the former feel that they do not belong to them and their world is different from the world of the latter. On the other hand a lot of children without disabilities do lack of information about the existence of such children Kochar (2011).

Most of the time, CSEN are being devalued and underestimated by the non-disabled persons. The latter are not aware that the former also excel, can perform the same way they do and sometimes the CSN go beyond what non-disabled can do. This scenario causes the problems on parties (children with disabilities and non-disabled children) on how they will live together. Because one cannot deny the fact that the world where the children without disabilities live is exactly the same world where the children with disabilities do live Mastropieri (2011).

This inclusion movement is an awakening to all Filipino citizens to restore the Filipino culture that has been forgotten consciously or unconsciously. Inclusion of children with special educational needs into the regular education classroom will bring back again the good traits of Filipino people in dealing with people with disabilities regardless their race. Filipino children without disabilities learn to accept, respect and help children with disabilities.

It is one of the roles of the school to educate children open their minds to the reality that people with disabilities are true human beings exactly the same as they are, created in the things in the image of God and their disabilities will not definitely make them less person Detreux (2010).

The absence of disabilities to any individual does not guarantee superiority over the people with disabilities. Therefore, people with disabilities do also deserve a one hundred percent of respect with dignity.

This study attempted to the global trend of educating children with special needs through the inclusive education which has now been implemented in North IV District of Caloocan. The researcher tried to look into the different factors that the schools should seriously consider in the implementation of the said program, like the professional preparation and willingness of the teachers to accept the challenge, the readiness of the school to include CSEN as a whole in the regular class in terms of providing the appropriate education for all kinds of children with the provision of special/related services and supplementary aids.

This would only mean that a child, even if he/she doesn't know how to read, write name and count numbers as long as he/she is in the right school age he/she should be accommodated in the regular classroom setting and starts learning the skills. This year the Department of Education is very active in admonishing all government schools to implement inclusive education for children with special needs.

Several seminars and trainings to prepare teachers and administrators for inclusive education have already been provided through the coordination of U.P. and P.N.U. experts in special education. Schools in North IV district is now adopting this program, teachers and principals are accommodating children with special educational needs in regular classroom.