The right to education is well established in binding international human rights law, as well as several regional human rights treaties, that prohibit exclusion from education or limitations on educational opportunities, on multiple grounds, including disability. It is also affirmed in various soft law documents that have been released by international and regional organisations. This chapter is informed by doctrinal legal methodology, in that it aims to provide ‘a critical conceptual analysis of all relevant to reveal a statement of the law relevant to the matter under investigation’. It has been affirmed that: doctrinal research, at its best, involves rigorous analysis and creative synthesis, the making of connections between seemingly disparate doctrinal strands. The chapter also draws upon the multifaceted literature that investigates the environmental and social barriers faced by persons with disabilities, the role of assistive technology in overcoming those barriers, and the wide-ranging scholarship on inclusive education.