As important as it is to try and be inclusive towards all students especially those with special needs, sometimes its crucial to take a step back and look into the perspective of teachers who may find it difficult to accomplish this for legitimate reasons. For example, there are many students with special needs who may be physically aggressive towards other students threatening their safety, who may completely lack social skills, who may have severe intellectual disabilities and be fully aware of their differences. These are some of the important questions teachers may have or may worry about when discussing inclusion. I think having a positive attitude towards inclusion is essential for all educators and schools, but also being consciously aware of the obstacles and difficulties that can arise with this attitude. Although its ideal to have all students fully included in the classroom regardless of needs, it is very realistic or doable. This is where the use of resource rooms comes into the conversation. Are they aimed for the child’s best interest? Are they beneficial in helping students succeed or feel accomplished? Are they meeting children’s social and emotional needs? In my perspective, resource rooms are a great add on to students who require more assistance outside of the classroom. Therefore, students should be encouraged to stay in the classrooms and have resource rooms for extra support. According to Lorna Idol (2006) in her study  looking at schools that implemented inclusion, is it possible for a school to fully implement an inclusion environment without any pull-out programs or resource rooms. However, its also important to take into consideration the type of special needs that are dealt with because some are more severe and require more assistance than others (Idol, 2006). Most teachers and Principals have positive attitudes towards inclusion but also have many concerns and questions (Idol, 2006; Jennifer M. Cassady, 2011). Teachers are concerned with students with severe needs and not having enough training to handle tough situations with those students (Cassady, 2011). Consequently, they are more positive towards inclusion of some cases of special needs over others. For example, teachers in a study stated that they are more favourable of including students with autism in the classroom than with EBD (Emotional and Behavioural Disorder) (Cassady, 2011). This is perhaps because of the aggressive behaviours of EBD students. Moreover, teachers are also more comfortable with the idea of inclusion if they have classroom support for those students with extra needs and together they can meet the students need in the classroom (Cassady, 2011).  I hope this helps in understanding why we have resource rooms and why pull out programs exist in the first place. Ideally we hope to move towards a more inclusive community where there is the least amount of pull out programs, but realistically 100% inclusion may not be the most suitable for all students with special needs.