This paper provides a snapshot into how three individual schools from three different countries practice inclusive education. In the case of the UK primary school, inclusive practices are focused on the provision of external resources and expertise to supplement instruction in the classroom. In the Netherlands, the focus is on teacher change through change of attitude and in-service development of skills. The third case, a Malaysian case, highlights the discrete relationship between special educators and regular teachers in providing inclusive education in their school. The research evidence shows that strategies to promote inclusive education is dependent on the current strengths and needs of organizations. Each of these organizations embraces inclusive education by capitalizing on their own strengths. It is proposed that inclusive education be interpreted based on situational contexts and should be broad enough to encompass a continuum of needs. The implication of this is that inclusion is an ongoing developmental process whereby all organizations can continue to develop towards greater inclusion whatever is its present state. (Contains 1 table.)