Within the same urban area, schools that fall within the same educational jurisdiction and policy framework, show incredibly divergent practices and experiences with respect to inclusive education. Where one school has strong leadership, commitment, and practice; another down the street shows little commitment, and systematically practices exclusionary approaches.
Inclusive practice is highly localized. Macro factors policy commitment, level of expenditure do not in and of themselves explain differences in levels of inclusive practice across countries. No clear cross-national trends can be identified. The challenge is to turn local knowledge, information, and capacity into systemic capacity for inclusive practice.