Although inclusion as a value has been adopted by many educational systems around the world, schools to date have failed to evolve into inclusive ones. The inclusion gives every child with special educational needs (SEN) the right to be in the regular school. However, as the current situation shows, it is far from the real one. This paper examines the meaning and content of the context of inclusion that focuses on the development of inclusive schools. It also discusses the relationship between the three dimensions of the framework for inclusion and discusses how their combination can bring about the required educational change with the ultimate goal of developing inclusive schools. Finally, some useful conclusions are drawn that show that the current school must be oriented towards the development of a more pure inclusive culture in order to overcome obstacles and become more inclusive.