A synthesis and analysis of findings from a large-scale systematic review of adjustments provided to children with special educational needs in general education classrooms is presented in this chapter. Alignment of existing practices to inclusive frameworks is considered. In addition, the role of implementation science in promoting change is addressed. Implications for school leaders, policy-makers and educational authorities, teachers, and researchers are considered in relation to the findings from the systematic review. Key messages for each of these groups are clearly highlighted.