Explores the concept of inclusion in the educational policies for disabled children. Argues that the use of the term ’special education’ by the Ministry of Education does not imply inclusion and that there is inconsistency between the definition and applied use of the terms. Examines the NZ Disability Strategy in relation to the Statement of Intent produced by the Ministry. Cites the authors’ research into the experiences of disabled children in mainstream classes. Maintains that full inclusion depends on a government policy shift from special education to inclusive education.