For refugee children with disabilities, international agencies provide largely humanitarian assistance, including education. However, the obstacles associated with refugee existence can impede progress in the movement towards educating children with disabilities in inclusive settings. This literature review summarizes the historical progression towards inclusive education for the United Nations Relief and Works Agency for Palestine Refugees (UNRWA). Historical perspectives of inclusion are presented for this region and discussed in relation to policy and potential implications for teaching practice. Catalysts for change in the region, and specifically within UNRWA, are described, and actors involved in improving education for all children are presented. Finally, the emergence of inclusive education within UNRWA is described in the context of policy and programming change.