Inclusion is sometimes defined as the provision of appropriate, high quality education for pupils with special needs in regular schools. Whether or not this happens depends critically on teacher variables, specifically their willingness to take on this task and their ability to carry it out (Hegarty 1994). Inclusion is not just a task for teachers, however. Although much depends on the teacher’s attitude towards pupils with special needs and expertise in adapting the curriculum, the inclusion of pupils with special needs requires changes at different levels in education. In the literature on inclusion numerous suggestions can be found relating to teaching and classroom practice, the organization of the school and system factors such as policy and legislation. In our introduction to this book we gave a brief overview of these suggestions.