Bringing together issues of theory, research, policy, and practice from both the countries of the South and the North, this ground-breaking book provides a critical discussion of recent developments in the field of inclusive education. The authors consider developments, both in current thinking about the meaning of inclusion and in terms of policies and practices, in the context of education systems across the world and their differences and inter-relatedness. Issues discussed include the increasing pressure on educators to develop a global policy agenda for inclusive education, the individual needs of children, the illusion of inclusivity and the importance of local contexts in determining policy. The book's international perspective illuminates common successes, failures, and concerns.