Inclusive education in the Dutch education system has achieved new meaning in the last decade or so. Until 1998, the Netherlands recognized 19 types of special education. Then, two Educational Acts were passed, in 1998 and 2003, that decreased the types of special education by including measures to enhance inclusion of students with special educational needs in regular primary and secondary education. The authors first present information about the Dutch preschool and primary school system, followed by a description of the two laws mentioned above. (The information applies to the Netherlands, the Netherlands Antilles, and Suriname.) They then present the main findings of three investigative studies. The first study was retrospective and it revealed teachers' and parents' views about students who had been referred to special schools in relationship to the students' portfolios. The second study was a literature search, conducted under orders of the Dutch government to clarify how identification of learning disabilities is organized in Europe and the United States. The third study was a longitudinal experimental study that included microgenetic data to analyze the social play of at-risk students taught in either regular or special primary schools.