This study reports on a newly developed framework of inclusive education, which sets out from three distinct models of disability (medical, relational, and social) and incorporates matching learning theory (behaviourist, cognitivist, and constructivist) and the placement of children with disabilities (exclusive, functional inclusive, full inclusive). Central to the framework is the contradiction between functional and full inclusive concepts, which are traced back to the conflict between a deterministic (medical and relational) and social model of disability. Applied to a complementary review of the literature published between 2006 and 2021, the framework sets the basis for structuring content analysis. An analysis of N = 685 reports shows the coherence of the framework as well as an increase in total publications, especially with full inclusive concepts. Additionally, analysis of the applied methodology shows a predominant role of qualitative methods, which is coherent with the constructivist perception of full inclusion. Implications are discussed regarding inconsistencies and barriers to inclusive education.