Despite the significant increase in the empirical research on inclusion of students with special educational needs and disabilities (SEND) in Lebanon, no scoping reviews (ScRs) have yet been carried out on this topic. The purpose of this study is to explore research foci and findings in published empirical research literature on inclusion of students with SEND in Lebanon using Arksey and O'Malley's (2005) ScR framework. This ScR examined 59 studies obtained from research databases (ERIC, ProQuest, ScienceDirect, EBSCO Essentials, EBSCO Open Dissertations, and Shamaa), Lebanese institutional databases, Google Scholar, and ResearchGate. This study shows that there are 10 research foci in published empirical research literature on inclusion of students with SEND in Lebanon: 'interventions for students with SEND', 'evaluation of inclusive education (IE)', 'attitudes towards IE', 'profile of inclusive teacher', 'barriers to IE', 'facilitators to IE', 'profile of student with SEND', 'inclusive school selection', 'mechanisms for measuring school inclusiveness', and 'mechanisms for sustaining school inclusiveness'. The most represented research focus is 'interventions for supporting students with SEND' with 22 studies, yet the least represented research foci are 'mechanisms for measuring and sustaining school inclusiveness' with one study for each. Limitations of the ScR are presented. Recommendations for policymakers and practitioners are provided, and directions for future research are proposed.