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Negative responses to planning and implementing full inclusion of children with disabilities reveal much about the quality and responsiveness of schools to all their students. Sapon-Shevin asserts that full inclusion of children with disabilities into regular classrooms can disclose areas that require further attention, e.g. curriculum, teaching methods, and resource allocation. In this article Sapon-Shevin addresses the myths that stand in the way of effective full inclusion, and concludes by stating the importance of making a commitment to educate all children to the best of their abilities and at the same time to teach them to be responsible, caring citizens. Keywords: Education, School age, Inclusion