Article 24 of the UN Convention on the Rights of Persons with Disabilities consolidates the pedigree of the right to inclusive education in international law. Nevertheless, compliance with, and enforcement of, this right remains a challenge in practice. This difficulty may be, in part, attributed to the level of ambiguity linked to the social meaning of inclusive education, its underlying value(s), and the purpose of its regulation. The aim of this chapter is three-fold: first, it seeks to review the information expressed in Article 24 of the CRPD; second, it seeks to understand how Article 24 has been interpreted by an audience, in this case to legislation in England, Finland, France, Ireland, and Norway; third, it seeks to analyse the extent to which a gap emerges between the audience meaning of the right to inclusive education and the information expressed in Article 24 of the Convention. The chapter uses expressivism as a methodology to clarify the nature of the right enshrined in Article 24, its purpose, and its regulatory instruments.