Research has shown that in order for inclusion to be successful, the individuals involved in its implementation must be in favour of it. However, professionals within the field do not agree on how inclusion should be defined or implemented in practice. Furthermore, research with EPs, who play a vital role in the education of learners with SEND, shows that although most EPs are pro-inclusion, very few favour ‘full inclusion’, and preference for placement depends on the type of need a child has. The present study used semi-structured interviews with 4 EPs in England to explore their perceptions of inclusion. The EPs had different ways of decribing inclusion, and recognised that the lack of a clear, unified definition in the legislation may impact negatively on inclusive practice. The EPs also differed in the extent to which they believed it was possible to include children with SEND; only one was in favour of ‘full inclusion’, while the others perceived there to be cases where mainstream placement might not be suitable for a particular child. When asked about potential barriers to successful inclusion, the EPs identified a range of barriers, including attitudes of schools staff and parents, the views of EPs themselves, the academisation movement, and the individual needs of the child. In order to overcome these barriers, training for both school staff, parents and EPs should be improved to better educate individuals about the aims, philosophy and practice of inclusion. In addition, several EPs recognised the need for changes at a wider societal level, and suggested changes to legislation to achieve this.