The original scope of this research was very broad – to systematically review existing evidence regarding education systems that allow for quality education for children with disabilities in LMICs. In commissioning this research CBM were most interested in understanding more about: What are the requirements for transition of education systems from special education to inclusion?  What is the influence of Universal Primary Education on the quality and availability/accessibility of education for children with disabilities? How can mainstream teachers and specialist teachers become effective supporters and promoters of quality inclusive education?