Ghana is currently faced with the formidable task of fulfilling its commitment towards Education for All. This chapter presents findings of a multi-level study, which explored the various meanings, and efforts towards inclusive education in a Ghanaian context. Using an ecosystemic framework, the chapter examines and discusses examined the critical role of parental involvement in promoting inclusive education. Data for this work was collected from secondary resources with predetermined inclusion and exclusion criteria. A thematic analysis strategy was used to analyse the information from the research papers. This chapter discusses the emergence of inclusive education, as shaped parental relationships because they serve as support, collaborators, and champions for their children’s varied learning needs. The chapter concludes by arguing for a need to understand inclusive education, not only in terms of new terminology, policies and legislations, but also by critically examining the beliefs, practices and values that underpin its developments.