The purpose of this work was to understand the school inclusion programmes (SIPs) for students with special educational needs (SEN). The methodology was conducted in the field of special education (SE) and focuses on three case studies of students who was supported by SIPs. The Targeted, Individual, Structured, Inclusion Programme for students with Special Education Needs (TISIPfSENs) has been applied with emphasis the emotional organisation and the speaking skills. The first case study of student with Pervasive Developmental Disabilities-Autism Spectrum was integrated on a SIP of a general kindergarten class that was applying a programme of parallel support (PS). The second case study of student with mild mental retardation (MMR), a SIP was applied in an inclusion classroom (IC). The third case of student with MMR was similarly supported by a SIP in a special elementary school (SES). The evaluation of these SIPs was held with the usage of the corresponding teaching interaction form (TIF) according to the principles of TISIPfSENs. Among the results, it was found that SIPs can efficiently support and promote the inclusion of students with SENs. [Paper presented at the Inclusive and Supportive Education IV Conference Congresso Internacional da Pró-Inclusão (8th, Lisbon, Portugal, July 26-29, 2016).]