Inclusive education is one that supports all students in learning in the least restrictive environment. The least restrictive environment is one in which the student with a disability is included as much as possible among his or her non-disabled peers. An inclusion classroom has two teachers, one with a regular education certificate and one with a special education certificate. Inclusion is guided by the philosophy that all students should be able to learn together, can benefit from two teachers in the classroom, and can benefit from differentiated instruction (Berg, 2004). However, the inclusive classroom model is controversial due to many elements. For a school to have successful inclusive classrooms, Downing and Peckham-Hardin (2007) (Behan, 2016) state that the school must address teacher selection, successfully implement instructional strategies, have a mindset of success for all students, and have continuous assessment of student learning. Inclusive education has been characterized as a problem-solving process, and teacher training in consultation, collaboration and problem-solving represents the initial phase of forming a successful inclusive classroom model (Hobbs and Westling, 2002) . Schools following the inclusive classroom model must also provide ongoing professional workshops for inclusive classroom teachers to reinforce instructional strategies and best practices for effective co-teaching (Behan,