While research has sought to establish the effectiveness of particular pedagogies or the impact of school actions on pupil participation, there had been, prior to this study, no systematic review that could answer the question of which pedagogical approaches can effectively include children with SEN in mainstream classrooms. The focus of this presentation will be the effective pedagogical approaches in use in mainstream classrooms with children with special educational needs, aged 7-14 years. There is some evidence that peer group interactive approaches can be effective. What emerges is that effective teaching for inclusion is complex, often combining attention to (subject-specific) adaptation of teaching or curriculum with attention to community participation, social grouping and roles within the group. According to our evidence, teaching approaches that effectively include children with special educational needs cannot be reduced to simplistic formulae but rather bring together teacher skills alongside a willingness and ability to utilise pupil skills.