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This report synthesises surveys of recent developments in postcompulsory education policy and practice for disabled people. The surveys are based on reports provided by 12 countries: Australia, Canada (British Columbia and Quebec), Finland, France, Iceland, Ireland, Italy, the Netherlands, Norway, Spain, Sweden and the United Kingdom. Part one examines the trends identified across participating countries in relation to prevalence of disabilities, related national policies and legislation, transition from schooling to work and further education, funding, educational provision, curriculum, support services, information technology, teacher training, community involvement, and outcomes for people with disabilities. Part two presents key information from the country reports. This information is presented on a country by country basis using the same headings as part one. Although some aspects of good practice emerged, the overall results suggest the need for substantial improvement in many areas. Specific recommendations are made for each country to improve in nominated areas. In particular, a common conceptual framework to define disability is needed to facilitate data collection and enable tracking of international progress in this area. Other areas requiring attention in most countries include the opportunities offered to disabled students, support structures, and the training of teachers.