The proposed paper will concentrate on discussing the potential contribution of video conferencing to inclusive education with a particular emphasis to the field of special educational needs and disabilities. It will focus on four broad themes of video conferencing use as they emerge from the relevant literature (SCET 1999; DfES 2002) and from case studies of educational institutions (primary and secondary schools) involved in developing video links with other communities of users. The taxonomy of these uses highlights video conferencing as a tool for instruction, consultation as well as a medium for access and professional development (Kinnear et al. 2000). The presentation will discuss these findings pointing out the potential liberating effects that video conferencing can have on pupils with special educational needs and their teachers as it can support existing teaching and learning practices by making them more accessible, engaging and interactive (Donegan 2002). Multisensory approaches to learning tasks and development of social skills are principles of an inclusive agenda and points which video conferencing can facilitate. For instance, it can provide a more wholistic platform for communication to what other media like the telephone or emailing can offer to users with hearing impairment, short-term memory or literacy difficulties. It also mediates the access to 'real' and diverse settings and people for users who find face-to-face situations threatening or unmanageable. At the same time the open-ended character of video conferencing encourages possibilities of change to working practices and decision making processes. Multiagency collaborations important in supporting the progress of pupils with special educational needs are also encouraged bringing families and specialists, who may be geographically scattered, together to discuss appropriate arrangements for these learners. The presentation will explore in more detail the use of video conferencing during the 'transition' phase from primary to secondary education as not only children with special needs can find it particularly demanding but also the demands on the teaching professionals to find out about children from feeder schools and provide appropriate support during that period can be challenging to manage.Moving beyond technical and cost limitations involved in implementing this technology, the paper will also focus on factors that need to be considered in establishing inclusive passages in the use of this technology as they have been highlighted by the users themselves. Spatial arrangements, choice of appropriate equipment, readiness of users are among the main considerations behind video conferencing use in the special needs field. The paper will conclude by emphasising the multifaceted role of video conferencing as a medium of cultural change at educational institutions and the ways that all actors (learners, educationalists and commercial companies) have been shaping its role and function in the learning processes. References:BECTA (2003). 'What the research says about video conferencing in teaching and learning' publication available on: www.becta.org.uk (last accessed on 1st January 2005)DfES (2002). 'Videoconferencing in the Classroom' publication available on: www.global-leap.com (last accessed on 1st January 2005)Donegan, M. (2002). 'TELENET project, summary report', ACE Centre available on: www.ace- centre.org.uk/html/research/telenet/teleport/int.html (last accessed on 1st January 2005)Kinnear, H., McWilliams, S. & Caul, L. (2002). 'The use of interactive video in teaching teachers: an evaluation of a link with a primary school', British Journal of Educational Technology 33 (1), pp. 17- 26.SCET (1999). 'A practical guide to video conferencing' (www.svtc.org.uk/resources/scet/video/video.pdf) (last accessed on 23rd September 2004)