The purpose of this study was to show educational assumption for all with diverse educational needs in inclusive classroom and practices based on it. For this review, Some of those involved in the standards debate "seem to assume that problems in American schools occur because educators are not sufficiently focused on the bottom-line issue of student performance"(Sheldon & Biddle, 1998, p. 164). Due to these assumptions about the standards there is backlash forming in communities and in the larger nations. If teachers use the standards critically and wisely, they can serve as a compass for crafting a rich curriculum and appropriate instruction. In conclusion, perhaps the most difficult task related to the creation of inclusive school is to provide supports so that all students are part of the academic community of the classroom. Curricular and instructional adaptations are a must if this is to occur. In addition, even with the best available adaptations, some students will continue to need intensive instruction that is not typically provided for all students in general education classroom. However, we have found that if major adaptation are made in curriculum and instruction of the general education classroom, using approaches similar to those described, a part of academic needs can be met, ensuring that a major of students are successfully participants in academic community of the general education classroom.