Children” (IEDC). But the government didn’t work alone. Some NGOs partner and participated in the implementation of it (e.g. SYSS). These provided the training for teachers to practise inclusion, ensure that children with disabilities enrol in common schools and provided with the resources and materials needed. Inclusive Education is a part of the General Education System. The program aimed to integrate the children with disabilities in the general schools and so in the community. By doing this, they create an inclusive culture. Disabled children will be now ready for a normal development and able to face life with self-confidence. There are two kinds of Inclusive Education: part time and full time. Part time education refers to disable students attending general classes for less than half a day. They generally attend the less difficult subjects with children without disabilities and the others with students who are facing similar disabilities. Full time education refers to disable students attending general classes along with students without special needs. These students are more likely to have mild disabilities. I conclude by saying that in a country so big like India, which the world’s second largest population (1.22 billion) and with the second largest education system, there is large number of children with disabilities and a big number of them who are out of school. And the major responsibility of any government is to provide basic education. This one is a powerful instrument of social change. There is definitely a strong link between poverty and disability in the country. Most of the people with disabilities are seen as part of a ‘fifth castle’-below all others- reinforcing their marginalisation from society. As a result these are discouraged to go to school and end up being vagabonds. But what is even sadder is that in some cases families make their children disable somehow by cutting arms, legs, others so that they can beg for money in the streets. The government needs to understand that these children are highly productive and contributing citizens. So their education cannot be ignored. Despite the efforts of the NGOs and the government, it is clear that the national objective “Education for all” has not being achieved yet. Clear examples are the private schools in some urban areas of India, which have voluntarily implemented special education. This doesn’t show anything more than the geographically inequalities in the country… where are the schools that offer special education in rural areas? Additionally, because they are private schools require the payment of fees, making it not accessible for all. There is an important need to make easier the access of disable children to education. Because of the size and diversity of the country, the government should take the responsibility of implementing a central policy and have as priorities improve the educational system and therefore improve the children’s quality life. Networking with NGOs across the country is essential because of their proximity to people and the innovation into educational programmes. The go>