The shift from special to inclusive education over the past three decades, has involved a change in thinking and in educational setting for children with disabilities. A significant amount of resources has been spent on orienting regular teachers, administrators and the community. Very little attention, however, has been given to prepare special educators- professionals who are facing the expectation of being the ‘experts’- the agents of change, while still being in a state of transition themselves. They have been attuned to the inclusion philosophy but lack the appropriate skill sets, tools and systemic support needed to successfully lead this transition. The thinking has evolved but the strategies remain the same. Consequently, this compassionate and committed community finds itself in crisis - clinging to a kitchen sink of theories and techniques. Does it make sense to appoint those who have studied and practised traditional special education as the ‘experts’ in inclusive education? Is inclusive education instrumental in introducing and reinforcing newer forms of exclusion within mainstream schools? Has the push for inclusive education made it less about people and more about paperwork, programs and presentations?Have the umpteen discussions and policy changes exhausted special educators into acceding to the system? ‘Hanging On’ puts forward a persuasive case for change in the field of special education. Bold and unapologetically upfront, the book brings to surface usually evaded issues such as the tensions between inclusive theory and practice, the grip of traditional ‘expertise’, the creeping in of commercial interests and educator burnout. Presented in an unconventional style using humour and totally free of jargon, ‘Hanging On’ is essential reading for the many stakeholders in special and inclusive education.