In Northern Ireland, three decades ago, the Education and Libraries (NI) Order 1986 has been declared the inclusion policy for special education. However, there has been needed much efforts to translate this policy into practice and substantiate such inclusion practice in Northern Ireland. The Northern Ireland definition of inclusion is offered. Northern Ireland inclusion policy and its current version of translated practice have been outlined. Seven pillars of inclusion practice have been described. Discussion of Northern Ireland inclusion policy has been explained. A number of inclusion practice programs have been suggested.

The aim of this manuscript is summary of the implementation of a School Behavioural Engagement program to stop the low-level violence of special education children in Belfast, Northern Ireland. Action research was used in terms of the children’s participation in their identified social activities (e.g., school behavioural engagement program). Some children said, “It was a good program as it stopped them from fighting with each other” and other children said, “It was fun”. There was a reduction in hitting one another and they felt less anger towards each other. They also demonstrated some positive conduct (e.g. some children even brought their own ball from home and shared with the other children).

The aim of this manuscript is introduce and present an academician pursuit with promoting and encouraging school social work with special education children in Belfast, Northern Ireland. The methodology of autobiographical accounts was used. The autobiographical accounts in terms of “specific behaviour” “specific situation” and specific encounter” were discussed. Themes and appropriate intervention were offered.