Inclusive education is a highly visible yet contentious notion in contemporary education reform because of conceptual, historical and pragmatic reasons. The purpose of this chapter is to examine and expand the evidence on inclusive education, with particular attention to the views of learning that inform this work. The first challenge was to work with a clear understanding of what counts as a learning theory. Rather than an exhaustive scrutiny of studies on the topic, the authors analyze two broad strands of inclusion research grounded in distinct units of analysis, namely whole-school and classroom-based research. They cite studies selectively within each research strand to highlight broad trends and patterns in this body of work. First, however, they define inclusive education and outline various discourse strands in this work. Next, they summarize the historical trajectory of inclusive education and analyze the two inclusion research programs. They conclude with reflections about theory and research methods for future inclusive education work. (Contains 2 notes.)