This paper presents the position that inclusion is limited; inclusion does not go far enough. The inclusive classroom has been assessed to be of benefit both to the teacher and student. There are, however, limits set on inclusion. In most classrooms only children with learning disability are included omitting those with severe disabilities, children of low socio-economic status and various ethnic background. A fully inclusive educational setting requires planning, trained teachers, and other supporting staff. Such an inclusive classroom is challenging but has the possibility of being effective.