Inclusive education in Ireland has evolved over the past two decades, with policymakers and teachers striving to improve learning for all students by addressing barriers to equity and fostering student participation (Ainscow, 2020). Despite adopting a capacity-building model aimed at encouraging schools to ‘take ownership of their...development and improvement’ (Department of Education [DE], 2016, p. 6), Irish schools face challenges in accessing appropriate Professional Learning [PL] experiences to support and enhance inclusive education. This study addresses the gap in interprofessional and inter-contextual collaboration necessary for building school capacity to develop inclusive education. It involved thirteen key educational stakeholders (five teachers, five Special Needs Assistants [SNAs], and three principals) from three categories of schools (special, disadvantaged, and mainstream) within a Professional Learning Community [PLC] over four months. The development of the PLC was informed by literature on key components of Interprofessional and inter-contextual collaboration and PL. Underpinned by the Model of Aspects of Teacher Agency and the Inclusive Pedagogical Approach in Action [MATAIPPA] Framework (Pantić and Florian, 2015), the study employed UNESCO’s Inclusive Indicators (2021) to stimulate critical reflection, discussion, and inquiry. A qualitative multi-site case-study approach was used, with data generation methods including PLC transcriptions, participant photographs, reflections, a researcher reflective journal, and semi-structured interviews. Reflexive Thematic Analysis (Braun and Clarke, 2022) constructed key findings on collaboration and PL for developing inclusive education. A major contribution of this study is the Inclusive Development in Education for All (IDEA) Framework (Figure 5.1), derived from the findings to offer flexibility and applicability across diverse contexts. In addition, the Collaborative Inquiry Framework for Schools (Table 5.2 and 5.3) provides a structured approach to tangible collaborative practice, enhancing understanding of how collaboration promotes inclusive education. The implications of these findings, along with policy, practice, and future research recommendations, are discussed in the final chapter