Inclusive education is one of the key ideas and driving forces to emerge in education both nationally and internationally over the past 30 years or so. This chapter explores the idea, and origins, of inclusive education and some of the very different ways the term is used in different contexts. It considers the possible meanings and values which underpin these different interpretations, and how these relate to the lives of schools and their communities. The chapter draws on some examples of research to raise some issues about the role of teaching assistants in teaching and learning and in developing inclusive relationships and practices. Education is recognized as a basic human right by a number of United Nations instruments. Different countries and cultures all have their own unique characteristics and challenges, but these international instruments do provide a vision, a set of goals and expectations.