This study was conducted to investigate the functioning of Special Education Unit (SEU) system in regular schools in the Ampara district and make suggestions to support the inclusive education system. The methodology of the study was both qualitative and quantitative and the survey approach was used to conduct the study. Twenty-seven (27) principals, seven (7) In-Service Advisors (ISA) of Special Education (SE) and eighty-six 86 SE teachers were selected for this purpose. Questionnaires, interviews and observations were used for data collection. // The experience, knowledge and attitude of teachers and principals and other professionals who worked in SEU system are beneficial for the implementation of inclusive education. INGOs and NGOs support the implementation of the inclusive education system by enhancing the functioning of SEU system. Some of the schools with SEUs have resource rooms, a school level policy, and an adapted curriculum which can support the implementation of the inclusive education. However, teachers need more training regarding strategies for teaching in an inclusive classroom. Moreover, awareness programmes have to be conducted for stakeholders of inclusive education. Finally, the aim of the study has been achieved and the outcomes are recommended for future development of SEU system and inclusive education in Ampara district. // Paper ID 4