Abstract
Across the Central Eastern European region, inclusive education has become a policy aim. Europeanization, infuence of United Nations agencies, and shifts away from Soviet models of education have led to new policy aspirations for the inclusion of children with special education needs (SEN). At the same time, policies in many countries often lack the infrastructure or internal mechanisms required for successful implementation (such as funding, professional capacity, and public will). In this article, we examine one of these challenges: funding. Through simulations based on data collected by the authors in the Republic of Serbia, we examine approaches for funding children with SEN in inclusive classrooms without losing the supports provided to them in segregated settings. Our fndings illustrate the possible approaches to adequate costing of inclusive education policies and potentially serve as a methodological reference beyond specifc national contexts. They are, therefore, potentially applicable across Eastern European countries.