根據歷史和社會政治背景，爲所有兒童提供包容和公平的教育是向前邁出的一大步(Winter, 2007)。早期的活動、影響和隨後的立法爲當前發展起來的成熟的納入教育的概念提供了歷史背景和基礎。全納教育的進步體現在公共教育的開展上，體現在爲所有兒童提供平等接受通識教育的機會上。目前已實現了每個兒童的平等。然而，長期以來，尋求平等的權利和相同的教育一直是一個夢想。平等的教育機會是通過民權運動發展起來的(Winter, 2007)。有特殊需要的兒童享有平等權利這一具有里程碑意義的案件是民權和兒童教育方面的一個轉折點，因爲它要求所有學校不應因各種原因而分開。這項政策從1964年開始實施。無論如何，少數民族社區繼續面臨實現機會平等和通識教育的挑戰(Winter, 2007)。
從特殊需要兒童權利的角度看，權利運動的進程標誌着從20世紀60年代開始，社會對少數民族權利意識的發展。20世紀60年代末，一場運動開始推動推遲向有特殊需要的人提供平等權利。有特殊需要的人接受免費和適當的社區教育的權利已經通過國家法令和法院判決得到確認(Winter, 2007)。爲殘疾人和特殊需要制定具有里程碑意義的法律的要點今天仍然適用。這些細節可以描述爲六個必要的要素，即免費和適當的公共教育，零拋棄，限制最少的環境，公正的評估，父母和孩子的參與，以及程序上的正當程序(Winter, 2007)。
Background on the evolvement of inclusive education
Offering inclusive and fair education for all children is a great step forward on the basis of the historical and socio-political contexts (Winter, 2007). The earlier activities, impacts and subsequent legislation provide the historical context and foundation for the current developed concept of mature inclusion of education. The progress of inclusive education manifests in the commencement of public education and the intent to provide an equal chance for all children to gain a general education. The equity for every child has been achieved at present. However, seeking for the equal rights and identical education has been harboured as a dream for a long time. Equal chances for education were developed through the civil rights movement (Winter, 2007). The milestone case of equal rights for the children with special needs was a turning point in civil rights and children’s education, because it required that all schools should not be separated for diverse reasons. The policy was implemented from 1964. At all events, the few ethnic communities continued to face challenges to achieve equal opportunities and the general education (Winter, 2007).
From the side of rights for children with special needs, the processes of the rights movement marked a development toward social awareness of the rights of ethnic groups that got started from 1960s. In the late 1960s, a movement started to promote for a postponement of the equal rights to people with special needs. The rights of people with special needs to receive a free and suitable communal education have been affirmed through nation statutes and court decisions (Winter, 2007). The key points of landmark law-making for the people with disabilities or special needs are still applied today. The details can be described as six necessary essentials, namely, the free and appropriate public education, zero castoff, the least restrictive environment, unprejudiced evaluation, participation of parents and children, and procedural due process (Winter, 2007).