While the concept of inclusive education is now firmly established in the academic literature, and is a cornerstone of the educational policies of many governments and international organisations, it hasn’t always been a mainstream idea. For many years, it was accepted practice among policy makers and education establishments to separate students who were deemed to have some sort of ‘special’ difficulty or learning needs. In many places, and in many contexts, it still is. In this chapter, David Rodrigues explores the shift from special education to inclusive education. Importantly, Rodrigues does not make the easy and often-used designation of ‘special education = bad, inclusive education = good’. Rather, he explores the nuanced ways in which special education was a required prerequisite of inclusion and how, as the All means all movement progresses, there is still demand for the skills and knowledge of special education teachers. Rodrigues does emphasise, however, that while an understanding and acknowledgement of special education is important, it is essential that all young people are educated in the shared and welcoming spaces of inclusive classrooms. This, he explains, not only has positive effects on the learning of all students, but is hugely beneficial in terms of exposing young people to difference and diversity from an early age.