While progress towards achieving a more inclusive education system has been reported from many countries, it remains the case that many children and young people continue to be denied access to education that is appropriate to their needs. International agreements have been important in ensuring a focus upon the rights of individuals to education and have influenced policy development in many countries. It is now possible to identify and share examples of innovation towards inclusion from around the world. However, having shared such information, some caution is required in interpreting the results of changes in practice and in understanding the viability of transferring practice from one location to another. Learning from international research can provide a sound foundation for change, but only when consideration is given to local circumstances. The roles and responsibilities of teachers, other professionals and parents are critical factors in determining the likely success of inclusive education. This success will need to be built upon cross-disciplinary working, and an appropriate dissemination and sharing of knowledge.