The concept of inclusive education has gradually evolved to include children with disabilities as well as the hitherto socially and economically marginalized groups in society. Children with special educational needs are particularly disadvantaged in receiving education, but the term now includes all children who are underprivileged due to their class, caste, gender, religion, language, sexual orientation, and physical or mental challenges. Inclusion only has meaning when it is juxtaposed with exclusion. This paper will start with the question, who is excluded in societies around the world and therefore in their schools? Although inclusion is fundamental to human dignity, historically all societies did not have equality as an objective for all citizens. It was only after the atrocities of the Second World War that there was an awareness about human rights of all citizens which brought about a global consensus by 193 countries which to date have ratified the Universal Declaration of Human Rights. The right to education is a human right and inclusive education (Sustainable Development Goals # 4 and 5) aims to provide all children with educational opportunities. However, the concept implies a paradigm shift because it comprises ideological, philosophical, and structural transformations involving power relations. A shift from looking at excluded marginalized groups as a problem, to seeing their potential requires a radical alteration in worldview. It means new methods of teaching and learning that successfully involve all children in the learning process which is essential for achieving social justice toward a sustainable and peaceful future for humanity.