Great efforts are being made to get all primary age children into school and to complete primary education as part of the Millennium Development Goals and Education for All (EFA). This has not included disabled children, especially in less developed countries. The first barrier arises from long-held ideas that locate the problem in the child and their impairment, rather than recognising that it is society’s own response to the impairment that needs to change. Negative attitudes based on traditional thinking still act as a big social barrier. In many parts of the developed North, segregation in separate special schools of pupils with special educational needs or poor attempts at integration have left disabled children and students not achieving their potential. The alternative is to engage in the transformational process in schools that is the development of inclusive education. Too often this approach has been generalised so that the transformations necessary to include disabled children and students with the full range of impairments, and to meet their access and support needs, have not been given sufficient weight. There are a growing number of examples that do include disabled children and students in education. However, the fundamental transformative thinking that is necessary to complete this process is often missing.