Developments within education systems in many countries have been moving toward inclusion. Inclusion, however, is a contested term, understood differently by different individuals. How it is interpreted in practice also differs across local, regional, and country levels. This article discusses the development of inclusion and its understanding and application in Arabic-speaking countries of the Middle East and North Africa region, with the intention of understanding better the regional contexts of inclusive education and informing the future efforts of education reformers. More specifically, it reflects on existing education provisions for children with disabilities in these countries, using personal and professional experiences in disability and inclusion across the region, supported by relevant literature. Progress toward inclusion is at different stages of development across the region, and its development is slow and fractured. There is a need to create research-driven national frameworks to promote disability inclusion that align governmental and nongovernmental efforts in each country. Finally, the article encourages collaboration as a way of promoting inclusion in and across the region, capitalizing on the growing expertise available as well as on the cultural and linguistic similarities present there.