While many policies, pieces of legislation and educational discourse focus on the concept of inclusion, or inclusive education, the field of education as a whole lacks a clear, precise and comprehensive definition that is both globally sensitive and based in social justice. Even international efforts including the UN Convention on the Rights of Persons with Disabilities and the Education for All action merely reproduce efforts in the West, especially those of the United States and the United Kingdom. The current article proposes a definition for inclusive education that is both globally sensitive and centred around social justice for individuals with exceptionalities.