The G3ICT Model Policy for Inclusive Information and Communication Technologies (ICTs) for Persons with Disabilities focuses on how ICTs can be used to support the implementation of the CRPD, specifically articles 9 (accessibility), 21 (freedom of expression and opinion, and access to information), and 24 (inclusive education) of the CRPD (7). The Policy states that “access to ICTs that support participation in learning opportunities for learners with disabilities is…an international policy imperative” (10). This Model Policy also cites UNESCO’s 2009 definition of inclusive education: “inclusive education is a process of strengthening the capacity of the education system to reach out to all learners…As an overall principle, it should guide all education policies and practices, starting from the fact that education is a basic human right and the foundation for a more just and equal society” (10). I found interesting that there are many international frameworks/initiatives that call for inclusive education, such as the 1948 Universal Declaration of Human Rights, the 1960 Convention against Discrimination in Education, and the 1989 Convention on the Rights of the Child, yet, inclusive education is not universalized. I understand that progress is not simple, but I would think that further progress should be made. This leads me to ask: 1) How do we hold nations accountable when they commit to implementing an international framework? 2) Is there a system of checks and balances? 3) Are there consequences for not following through on commitments?