The inclusion in korea has a considerable history about 30 years. Many researches has insiste d propriety and worthy and has proved the possibility of realization. Also examined the practice of inclusion in a positive view and emphasized the direction of special education. The inclusion in korea has a considerable history about 30 years. However the inclusion has still some problem not to narrow down the difference between theory and practice. In this study, universal design based on the philosophy, \"the design for all\" come to interpret humanism paradigm of inclusion which can respect the diversity of individuals and accept the difference of it, and put emphasis on possibility of realization for the inclusion. It has some significant meaning that paradigm of humanism took an inclusion to disability stu dents who took separate-education by lay and socially. However, the limitation of barrier-free w hich emphasis on the circumstance of students with disability didn\'t solve the disadvantage of students without disability who take inclusion. As the result of it, inclusion has caused trouble between equality and superiority. To solve the limitation of it, the universal design\'s philosophy risen in architecture expanded to the aspect of education and became a universal design for learning(UDL). In conclusion, the converting of consciousness, that students without disability including the students with disability can access to study and receive an equal education, will show the possibility of realization for the detail inclusion and will be a new paradigm in making contribution to full inclusion.