This paper explores the consequences of transferring technical information on disability and inclusive education from the North to the South within the context of international development. Based on data from the author's experiences as a US-trained Indian international consultant in Cambodia, it analyses how problems with translation and socio-cultural assumptions embedded in the terminology of disability can divert the intention of teacher training in inclusive education. The paper also examines the politics of inclusive education with regard to the disconnect between a donor-based agenda and local priorities, and discusses the complexities of the author's own role within the context of increasing South/South cooperation.