This paper reviews the research literature on academic and social outcomes of children with special educational needs (SEN) in inclusive settings. It offers an overview of the current debates on issues such as classification of SEN and labelling, varieties of inclusion, followed by a review of separate studies focused on academic and social outcomes. Recommendations are given regarding a wider re-conceptualisation of outcomes and the need for mixed-methods longitudinal studies exploring and measuring outcomes for children with and without SEN. DOI: 10.5901/jesr.2013.v3n7p90
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