This paper reports a comparative analysis of international perspectives about curriculum design relevant to disability in education. It was part of a larger study of the perspectives of 132 education practitioners and administrators in the UK, USA and the Netherlands on several dilemmas of difference. It also compares current perspectives to previous ones for similar groups of educators from the 1990s. Participants were interviewed about their perspectives to a presented curriculum dilemma about the consequences of having either a common or a differentiated curriculum for children with disabilities/special educational needs. Findings show that a majority in each country recognised the dilemma about curriculum commonality-differentiation, that this has continued over a decade and that there were similarities across the countries in how the dilemma was recognised and resolved. The findings are discussed in terms of national differences, common cross-country perspectives and a general framework of curriculum differentiation informed by an assumption of dilemmas of difference. (Contains 6 tables and 1 figure.)