The purposes of this paper are to introduce the American trends of inclusive education of special children and the techniques in successful inclusion, and to bring about issues and tasks for inclusive education in Korea. To achieve these purposes, the historical backgrounds of inclusive education for special children were traced briefly. As the core of inclusion, the philosophical aspects were highlighted as democratic themes in educational and social reform initiatives. And the author is introducing a number of inclusive techniques such as collaboration, consultation, cooperative learning, cooperative teaching, team teaching, peer tutoring, co-teaching, behavior support plans, self-management techniques, curriculum adaptation, mindful learning, whole language approach, and homework assignment guidance. In addition to these, several inclusive program models and teacher education projects/programs were selected to illustrate how inclusion is being practiced in reality. Finally, some issues and urgent tasks were suggested for inclusive education in Korean educational reform.