Background: Safeguarding social inclusion for children with disabilities remains an elusive and difficult goal. Children with disabilities are lonelier than their peers, less involved in their communities, and less likely to experience overall well-being. Objective: The primary purpose of this research is to conduct a critical review of literature on approaches aimed at promoting social inclusion for children with a range of disabilities. By systematically analyzing the literature, key themes and theoretical orientations are identified and critically examined. In keeping with a critical review, our goal is to expose assumptions, trends and gaps in our understanding of what it means to promote social inclusion for children with disabilities. Method: Review methods included rigorous criteria for selection followed by established protocols for evaluating studies. Quality of Study Rating Forms (Gibbs, 1989, 2003) were used to examine peer-reviewed research published from 2005--2017. A final selection of 147 studies are included in this review. Results: A critical assessment of the literature revealed that the majority of interventions are aimed at 'fixing' the child in order to make them more socially competent in their environments. In particular, social skills training was the predominant approach used to address social exclusion. Conclusions: Existing literature appears to reinforce traditional views of disability. Future research would benefit from greater inclusion of children's and youth's own perspectives on social inclusion in the context of childhood disability.