Arecent report by World Vision UK. (2007) highlighted the failure of the FTI Partnership, and its constituent partners, to respond sufficiently to the chal1enge of ensuring inc1usive education provision for disabled children of primary school age. As a result, the report cal1ed on donor partners to strengthen and harmonise their response to this challenge in order to make the FTI Partnership more 'disability responsive'. In this paper, we take this analysis of FTI donor partner contributions to promoting inc1usive education for disabled children further by reviewing the policy commitments and practical actions of 20 donor partners in relation to education for disabled children. In this introductory section, we ftrst reflect on why the donor community should be committed to the inc1usion of disabled children in mainstream primary education alongside their peers. In so doing, we seek to go beyond the moral argument to look at the statistical, legal, economic and quality imperatives of ensuring al1 children access good quality primary education. We also consider the imperative for addressing inc1usive early childhood care and education (ECCE) in efforts to achieve UPE.