This paper examines the policy changes at European and national level that advocate a move towards inclusive education for children with Special Educational Needs and the consequent requirement for in-service teacher education in the area of Special Educational Needs. Following a brief outline of the relevant legislation in a number of EU member states this paper surveys the incidence of students with Special Educational Needs being educated in a mainstream setting. Issues arising from the placement of pupils with Special Educational Needs in mainstream are identified. In this context the professional development needs of teachers to respond to the challenge of teaching pupils with Special Educational Needs are outlined. The paper then explores the responses of the three education systems to the provision of in-service training for teachers in the area of Special Educational Needs. Under headings such as duration of the courses, content of the courses, methods of course delivery and methods of evaluation, the varying provision is contrasted. In addition the integration of specific training in the area of Special Educational Needs with the training provided by other agencies working in the area of teacher professional development is examined. A number of areas for future research in the field of in- service teacher training in Special Educational Needs are identified and contacts sought for further exploration of this topic.