The content and direction of policy can be impacted upon by broader political and economic influences that are of central concern to the government in office. With regard to education, the concepts of inclusion and special educational needs and disability (SEND) are at the forefront of professional pedagogy and provision. These concepts, although well-established educational practices, may be impacted by these influences. This article has two aims. First, it identifies and critically evaluates factors that may impact on the implementation of these concepts. This analysis focuses on the effects of national and international financial instability, the standards agenda and the use of attainment data. The second aim is to critically examine existing and new models of SEND and evaluate how they may be affected by broader political and economic influences and thus reflect current political values. The article includes a table that summarises each model of SEND and the political and economic influences that may impact on them. A conclusion is drawn that the potential to achieve inclusive educational practice is affected, not by the models of SEND impacting on policy and practice, but by political and economic influences acting at both national and international levels.