Comparative perspectives in international research on inclusive education are still more often than not shaped by euro-centric perspectives. Projects focusing on (comparison) of non-European perspectives are still scarce. Funding landscapes often deny long-term and in-depth studies associated with transnational research that would allow perspectives beyond superficial insights and understandings of socio-cultural factors shaping educational possibilities and challenges for inclusive education. The international research project CLASDISA (Classifications of Disabilities, 2010-2015) presents one of the few exceptions to the rule. The project focused at understanding, deciphering and comparing social and cultural aspects that influence perceptions of inclusive education in three capitals of Austria, Thailand and Ethiopia. Narrative interviews were used gain insights in the lived (educational) realities of children with disabilities, teachers, parents and other experts. This paper focuses on two of the cities and offers insights into selected aspects that enable a comparison between Addis Ababa and Bangkok. In doing so, we offer different perspectives and culturally relevant factors that have impact on inclusive education: We highlight school environments and teaching processes in different schools in the two capitals as well as teachers’ motivation. In conclusion, we concentrate on the challenges of inter- and transcultural comparisons of inclusive education from a global perspective. Thereby a critical perspective on global approaches towards inclusive education helps to problematise issues around general recommendations regarding inclusion in different cultural and educational settings.

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