In recent history, research around education and pedagogy has supported adopting inclusive education models in both school structures and service delivery. A number of factors have culminated to create the push towards greater inclusion of students with Special Education Needs (SEN) into general education classrooms. This review of the literature looks at important factors pushing the inclusion agenda both locally and globally. It also reviews strategies supporting the inclusion of students with SEN at the system, school, and classroom levels. Although there is a gap in empirical research on the specific transition process school boards undergo when shifting from a special education to an inclusive education model, a significant amount of evidence-based research has identified successful strategies that promote quality inclusion of students with SEN.

Electronic reproduction.