This article presents an analysis of key developments in educational policies and strategies, since 2000, in relation to the education of children with disabilities in India and Pakistan. It responds to a set of specific questions focused on factors that have shaped the increased emphasis on education of children with disabilities, how current national policies and programmes address their educational needs, and their current educational status. The article is based on an analysis of official policies, programme documents, and research evidence from the field. It concludes by reflecting on the two main foci for future work in the field.