Drawing on evidence from a series of projects that explored the value of professional development in promoting inclusive practices in Latin American countries, this paper concludes that there is untapped potential in schools that can be mobilised. It points to a series of promising approaches that builds on this potential. The paper also throws light on the changes that are needed in order to use these approaches and the sorts of contextual challenges that are likely to inhibit such efforts. A series of strategies that are required in order to make effective use of professional development to promote inclusion within Latin American contexts are suggested. These recommendations have significant implications for the various key stakeholders within national education systems. In particular, for those who administer school systems, this means adjusting their priorities and ways of working in response to improvement efforts that are led from within schools. It is suggested that the ideas presented about the value of professional development for promoting inclusive practices are relevant to other parts of the world, not least because of the emphasis placed on the importance of contextual analysis.
