Social inclusion is the process that will enable every person in society to participate in normal activities of societies they live in, including education, employment, public services and social recreational activities. For the development of an inclusive society, preparation of younger generation also needs to be inclusive. Our schools must become breeding grounds of members of such a prospective society. Younger generation will form the inclusive only in an environment that includes them all. Such an environment will be available in only those schools which provide opportunity for full participation for every student. Opportunity for full participation means opportunity to take part and to get developed through all the resources at the disposal of the school-personnel, academic, and socio-cultural. These include teachers, assigned works, information sources, and physical infrastructure, academic and social and cultural gatherings arranged by the school. All these need to be provided to all, irrespective of ability, gender, locality, home background and income, and social class. Such a school, which ensures development of all children, regardless of ability, gender, locality, home background and income, and social class by planning and providing equitable opportunity for teacher support, assigned works, social life of school, information access, and the innumerous programmes conducted by the school can only be called an inclusive school. This paper raises reservation on whether our schools are moving in this direction. It makes some specific suggestions of how to make all resources in school available to every student. (Contains 2 figures.)