Inclusive education is an emerging approach to integrating special education with general education to aim for an equitable and quality education system. Children with disabilities experience many problems when exposed to the general environment. Incorporating them into mainstream education calls for constructive collaboration among all stakeholders. This paper analyses the case of a child who has been attending regular school for 11 years from an ecological perspective and attempts to understand the influence of stakeholders at different levels of the ecosystem. The results of this analysis affirm the need for collaborative efforts of all stakeholders in integrating special education into general education.