Internationally inclusive education has been variously articulated and interpreted for practice emphasizing both equity and quality in schooling. This article is based data arising from research commissioned by the Australian Research Alliance for Children and Youth (ARACY) for the Australian Government Department of Education that reviewed inclusive education policies and practices for students with disabilities in Australia. Australia faces a number of challenges if it is to successfully enact all of its stated goals for equity and quality in education. Further, research will need to examine the impact of current neoliberal reform agendas on students with disabilities and investigate professional collaboration initiatives with those in urban and rural contexts to understand how the goals of fairness and inclusion might be achieved.