ABSTRACT
This chapter provides a practical account of how parents have been critical forces in the inclusive process with reference to the services we have established in India. This did not happen overnight but had to be built up over three decades. It began by enabling parents to become critical partners in the management of their disabled child and later developed structures so that they continued this with a transformed role in an inclusive framework. Although I am writing about inclusion of disabled children into regular schools, we have adopted a concept of inclusion which engages with socially and economically disadvantaged children as well as culturally disadvantaged children, for example girls who have had limited access to schooling.
