More than 280,000 disabled South Africans aged between 5 and 18 are still not in school or receiving training. This analysis and other similar literature reviews and policy papers highlight a range of key factors that governments need to address if they are to implement Article 24 and build inclusive education systems in their countries. It is interesting that despite his having adopted a critical stance to the efficacy of inclusive education, Mitchell's findings are largely supportive and his recommendations are of general use. From the international literature surveyed, mainly drawn from Australia, Canada, New Zealand, UK and USA, the conclusions outlined in Box 4.3 emerged. The education of disabled students is a complex process with many interrelated elements, most of which apply to education in general and some of which are specific to disabled students. Inclusive education goes far beyond the physical placement of disabled students in general classrooms, it requires nothing less than the transformation of regular education by promoting positive school/ classroom cultures and structures, together with evidence-based practices.