ABSTRACT
This chapter discusses the enablers and barriers to progressing inclusive education and diminishing special education in three countries (Canada, Italy, and Portugal) using a framework structure of society, system, school, and community. Each country varies with respect to the approach taken and what they have achieved. It is not our intention to claim that these three countries are perfect. Learning about the enablers and barriers that contributed to the implementation of a more unified and inclusive education in Canada, Italy, and Portugal can inform a country like Australia to mobilise a shared commitment between society, system, school, and community levels to enact change. The chapter concludes with five lessons and a list of recommendations required to achieve inclusive education in Australia.
