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In the last 25 years, against a background of the immense social, economic and educational consequences of the Turkish invasion of 1974, the face of Special Education in Cyprus has drastically altered. We have had enormous changes in philosophy, legislation, terminology, policy and practice relating to special education. We have also witnessed important developments in Cypriot teacher education. There have also been major changes in the administrative structure of the Ministry of Education and Culture as far as Education in general and Special Education in particular are concerned. Yet, the mode of thinking in the area of special education has remained unaltered for 75 years – it is that of charity.

In personal and professional terms this chapter provides us with an opportunity to address some of our shared concerns about research, policy making and inclusion in relation to disability and education in Ireland. It also enables us as researchers to bring different kinds of experience and knowledge to this undertaking and to work cooperatively in doing so.

In Australia, and I suspect elsewhere, ‘inclusive education’ is at a crossroads. For many this would seem to be too dramatic a claim at a time when inclusive education is surging as an area of academic and education policy interest.