The inclusion of disabled children in their local schools and communities is part of the universal struggle of disabled people to claim their basic human rights to equality and participation, and to insist on the necessary changes in society and its institutions to make this possible. Although this movement is still in its infancy, reports from around the world suggest that it is gaining momentum. Each year, more children who would previously have been segregated or denied education altogether are going to their local school and being accepted as members of their local communities. In this article, the author presents some of the strengths of the movement in favour of the inclusion of disabled children, as well as obstacles to inclusion. He also discusses the achievements in the field of inclusive education. He states that a major challenge for the future is to develop a framework within which not only the UN agencies, but also their national ministerial counterparts, can pool their resources and develop effective partnerships. This involves rethinking traditional demarcations and protocol under which, for example, WHO communicates only with Ministries of Health, UNESCO only with Ministries of Education, etc.