This chapter explores the critical barrier of poor access to education which persons with disabilities face in the global South and its far-reaching consequences on employment, livelihoods and social participation. We examine the potential of Community-Based Inclusive Development (CBID), to foster connections with mainstream educational institutions in low resources contexts, building on the strengths of community involvement. While the community-based element is crucial for the success of inclusive education (IE), it is an aspect that is often underexplored in current educational programmes and planning. Based on an exploration of how IE is conceptualised, and its complex relationship with special education, we review literature on IE in the global South. In so doing, we highlight the neglect of local contexts and community-based interventions in favour of top-down, imported policies and teacher training from more affluent nations. By advocating for a bottom-up approach as seen in CBID, we suggest that community and local knowledge can be incorporated into IE strategies, and we offer some suggestions as to how this might be done.