The inclusion of students with special needs in a general education classroom has been a growing topic in education. This paper reviews literature that researched the effects of special education on student's feelings of inclusion in school. The literature used in this paper examines how teachers, peers, and placement effects student's experiences of inclusion. Additionally the literature examined how other countries approach special education along with the barriers special education students face. Previous research found that the peers, teachers, and placement all have a significant impact on a student's experience both negatively and positively. Italy was found to have the highest percentage of special education students who report feelings of inclusion in their schools and communities. It is important to consider the impact of the peers around them, the amount of interaction the student has with their general education peers, and the preparation and education of the teacher.