What is the main benefit of 'Inclusive Education' in the classroom?

→ In the context of 'Inclusive Education and Children with Special Needs', regarding the application of the 'Ecological Systems Theory' proposed by Nicholas Hobbs in special education, the neuro-cognitive nature and the activation dynamics of social cognition, environmental adaptation, and neurodiversity processing among the brain's 'Dorsolateral Prefrontal Cortex' (dlPFC), 'Insula', and 'Superior Temporal Sulcus' (STS), and the interrelationships of the 'Neuro-cognitive Mindblindness Model (Theory of Mind) of Autism Spectrum Disorder (ASD)' proposed by Uta Frith, and their implications in modern primary and upper-primary inclusive classroom teaching, Universal Design for Learning (UDL), and the promotion of emotional regulation, social participation, and holistic inclusion among students, which of the following statements is most appropriate and true? → What is the meaning of 'Inclusive Education' in the classroom? → In a classroom, 'Inclusive Education' means: → What is the primary objective of 'inclusive education' in the classroom? → What is the role of a teacher under 'Inclusive Education' in the classroom? → What is a major benefit of 'Inclusive Education' in the classroom? → What is the outcome of 'Inclusive Education' in a classroom?