It seems that inclusion has become a global issue while in different countries we can find a number of stated intentions and written policies to move towards its achievement. However, despite the magnitude of the debate towards inclusion efforts to create more inclusive schooling communities are fraught with multiple difficulties, dilemmas and contradictions that often result into piecemeal or sequential reforms. In light of the above, this paper is an attempt to identify some of the major problems of current policy design in the area of inclusion and it approaches inclusive education through a thorough examination of the existing ecology of schooling.