Efforts to create more inclusive education systems which are adequately equipped to manage a diverse range of learning and social needs have focused largely upon models of school improvement (Ainscow, 1997; Giangreco, 1997; Skidmore, 2004). Schools have been at the centre of debates about how those students who are perceived as difficult to educate may best have their needs met in classrooms, and in many countries legislation aimed to promote inclusion has focused upon changing schools in order that they may become more accessible to all students. However, such approaches, which concentrate efforts upon within school factors can be seen to have had limited success in areas of high socio-economic need. This paper, which draws upon research conducted in the UK (Rose & Jones, 2007; Rose, Smith, & Feng, 2006) suggests that a more holistic approach to inclusion, which addresses community needs and places schools at the hub of activity aimed to promote change may be beneficial. In particular it is argued that the successful promotion of inclusion must be predicated upon a more cohesive commitment to involvement of local communities to ensure positive attitudes to schools and their place in society