Abstract
Inclusive education has become popular to ensure equal educational opportunities for students with specific educational requirements or disabilities (SEND). This research paper compares the inclusive education policies in China and the United States with a comprehensive review of relevant literature, examining the conceptual framework, legal framework, and practices. This paper found that China adopts a pragmatic model to practice its policies while the U.S. uses an idealistic model. Furthermore, both countries are working towards attaining UNESCO's definition of inclusive education, facing conflict with neo-liberal education policies. Building on these findings, policymakers and stakeholders in both countries can draw insights to emphasize their country's high priority and foster greater inclusion in education accordingly.
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