The human right to have access to education is an international concern for people with disabilities. Countries have moved from desegregation and separation to inclusive education systems where students with disabilities. Denmark was one of the first countries to be included in school systems and special education within the regular school system has existed for 99 years, and special teacher education has a history of 66 years (Egelund, 2000). The United States government has passed laws to include students in general education by placing them in public schools. These countries are compared and contrasted for their individual educational characteristics and educational qualifications of the inclusive special education program for persons with disabilities. The general structure and procedure for placing a child in a special education program in Denmark consists of several stages involving a large team of collaborative members consisting of parents, students, school members, other professionals from organizations and the municipality . Once the team is organized, they discuss options and have the highest priority on providing the student with additional academic instruction, resources, and assistance to limit the student's segregation. The amount of assistance and resources provided is determined by the team and the severity of the students' needs. An important member of the team is the designated staff of the psychological-pedagogical consultancy service (PPR) who are assigned to the student upon request received from a parent or a person who interacts with the student on a daily basis. Educational-psychological consultancy services play an important role in promoting inclusion in mainstream schools. Once a child... middle of paper... n countries are considering the development of a special education system, the necessary planning must be put in place to inform and educate all staff and involve researchers in discussion and examination the entire educational program. The most important part of the system must consider the well-being of the students with minimum involvement in the academic and educational life of the students. All factors of student life must be presented, including home life that creates necessary and crucial parental involvement. Inclusion requires constant evaluation of practices and outcomes to better inform all parties about student progress. As inclusion becomes more widespread, we need to analyze the collaboration between developers and data to determine specific and effective strategies for creating happy, contributing citizens. (Wisconsin Education Association Board, 2007)