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This article considers the inclusive development of teacher education, drawing on changes made for the new edition of the Index for Inclusion. It defines inclusion as putting inclusive values into action and sets out a values framework for education. It critiques approaches to inclusion that are confined to the mainstream participation of children categorized as ''having special educational needs''. It suggests inclusive development as a heading for all compatible principled interventions in schools but argues that having a singular approach to development is more important than the name it is given. It attempts to fill a gap in thinking about inclusion by suggesting the structure for a valuesand rights-based curriculum for schools. It suggests that besides preparing teachers to promote inclusion in schools, teacher educators who wish to promote inclusion from within universities and colleges must attempt to put inclusive values into action in the cultures, policies, and practices of their own institutions.