Statement of Problem Front Matter The research study selected for the review in this paper is “Barriers and Facilitators to Inclusive Education” written by Jayne Pivik, Joan McComas, and Marc Laflamme. The authors of this article represent a group of reputable professionals working in the areas of Psychology, Physiotherapy for people with disabilities, and education; they are highly educated and experienced in their professional spheres due to an ongoing practice. The study was published in 2002 in Exceptional Children, the peer-reviewed journal that is also known to serve as the official periodical for the Council for Exceptional Children, as well as a renowned member of the Committee on Publication Ethics (COPE). The journal is focused on publishing original research concerning the issues and development and education of children at various stages of life. Purpose The purpose of the study under review was to explore the level of inclusion that is currently present in the schools. The researchers specified that over two decades have passed since the educational reform that brought the attention of educators to the problem of inclusion and the need to adjust educational facilities to the needs of learners with disabilities. As a result, it made sense to research and overview the kind of progress that has been made since the initiation of the reform in order to identify which aspects of the issue were addressed and which challenges still persist. Question The focus of the study was the current state of inclusive education and the level of progress that has been made over the years in this field. In particular, the researcher outlined their research question as an exploration of the extent to which the present special education efforts match the needs of students with disabilities and meet the expected standards of inclusion at schools and the understanding of what this phenomenon is anticipated to represent in terms of the professional participation and the preparedness of the educational facilities (Pivik, Mccomas, & Laflamme, 2002). Hypothesis The research hypothesis of this study was not separately explained by the authors. However, based on the topic of the article, as well as the major research question, it is possible to summarize the hypothesis as the researchers’ expectoration that certain barriers to inclusive education existed in the modern schools and were faced by students with disabilities of all age groups on a daily basis. Audience and Importance The target audience of this study includes educators (both theorists and practitioners) who work with diverse classrooms and work at inclusive schools. It also could be useful for the other researchers focusing on inclusive education, as well as the parents and students’ advocates willing to make change in this area. The topic of this study is highly important as in the contemporary society the issues of inclusion and diversity are some of the most frequently discussed subjects. The modern Western education prides itself in the high level of diversity in its institutions and in making learning available to every child; as a result, it is critical to explore and address the problems preventing inclusion that may still persis