This book offers a holistic approach to special educational needs and inclusive practice. Psychology and special education have an important role within the inclusive process, but it must be understood and used effectively and in ways that do not contribute to exclusion. The book draws on psychological and educational theories, research and practice in order to increase students' and practitioners' awareness of issues related to identifying, assessing and supporting children with Special Educational Needs and Difficulties (SENDs) within an educational settings.It includes chapters that explore different methods and approaches along the special and inclusive education continuum, drawing on theory and research from psychology. Psychology can make a significant and substantial continuation to the inclusion agenda, its current dominance can be problematic when adopted and used uncritically and ineffectively, which can lead to exclusionary practices. Special Education (and deficit / medicalised models) can often dominate practice, it is essential that students and practitioners can effectively identify the approach (special vs inclusive) and understand the contributions and limitations inherent in these approaches to realising the inclusion agenda, so that they can apply them sensitively and effectively while striving to work inclusively. In particular, it looks into the special needs and difficulties, the co-occurrence, and how to enhance understanding of holistic and inclusive approaches in recognising the individual's strengths and weaknesses and how to create opportunities for empowerment.