The evolution of educational approaches for children with special needs, moving from segregation models toward inclusive education, is the result of widespread critiques regarding the negative consequences of special schools on the social development, self-esteem, and real learning opportunities of this group. Inclusive education is grounded in the principle that the public education system must be responsive to a diverse spectrum of abilities, relying on shared human traits to prevent the negative valuation of differences and the reproduction of social exclusion. Alongside inclusion, the "Response to Intervention" (RTI) approach emerges as a structured framework for preventive diagnosis and instruction, enabling the early identification of at-risk students and the reduction of labeling through continuous monitoring of academic progress and the provision of tailored interventions at various levels. Challenges in implementing these two approaches include an excessive emphasis on traditional and inefficient tests, misdiagnoses and inappropriate labeling, a neglect of parents' psychological pressures, teachers' inadequate skills in special education, a lack of indigenous research, insufficient explanation of the philosophical and functional foundations of programs, and the duplication of efforts among responsible organizations. Proposed strategies emphasize reducing test-centrism and strengthening process-oriented assessment, standard and practical teacher training, empowering families, pilot-implementing RTI in selected schools, the national media's role in culture-building, institutional coordination between Exceptional Education and Welfare organizations, and drafting a precise operational plan for the systematic establishment of these approaches.