This article discusses the Reggio Emilia Approach and the applicative ability of special class for inclusion. First, this study identified the Reggio Emilia Approach ; the school's historical and soci al environment, the school's philosophy and basic theories, the school's real activities and how the schools work with children with “special rights”(i.e., special needs). Second, this study describe the application process of the Reggio Emilia approach to sp ecial class's project. Village project accidently emergent a child with autism's interest and behavior. The child had interest for building models and automobiles that the other childr en had used. They constructed a town with the toy. And then they decided that the real village like as this community. In Reggio Emilia, Children with “special rights”(i.e., special needs) like as other childr en are viewed as being strong, capable, able learners. Art is one way for the children to express themselves and for them to understand, or try to make sense of, the world around them. The children also have many languages and use their languages for learning. Many languages let us know what they know. We-educators and society- have to convert of concept of child's active images. And We have to try to change our world with humanis m-based.