Drawing on international trends and recent developments, this report thoughtfully examines existing knowledge on inclusive education and disability. Although the Sustainable Development Goals include explicit commitments to the education of children with disabilities, these children continue to be among the most marginalized within education systems worldwide, particularly in countries of the Global South.

The report explores two contrasting national contexts with established disability legislation, India and England, to illustrate how markedly different systems approach the education of children with disabilities. Comparing these models offers valuable insights for shaping future directions in policy and practice.

The proposed “three Rs” model, which focuses on rights, resources, and research, offers a structured approach for advancing the conversation on inclusive, quality education. This integrated framework highlights the importance of aligning legal protections, sustainable funding, and evidence-based practice to achieve meaningful educational inclusion.