The international literature on the inclusion of pupils with special educational needs has been wide‐ranging, focusing mainly on curriculum and assessment, and social inclusion. The issue of funding has been mainly confined to discussions about the size of budget needed to support the resource needs of inclusion (e.g. the costs of additional teachers, support assistants or transport). Less attention has been given to the actual structure of the budget for special education. There has been greater interest in the strategic management of budgets and in the interaction of funding mechanisms at the national, local and institutional levels. This article discusses the effect of resourcing mechanisms for special education and draws on a study across Europe, and other studies based in The Netherlands, the USA and the UK. The strategic behaviours generated by different approaches are considered and the degree to which any particular strategy can influence the inclusion of pupils with special educational needs is assessed.

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