Abstract
Contact address: CeSNER, School of Education Park Campus University of Northampton Boughton Green Road Northampton, England NN2 7AL In recent decades, inclusion as an international trend has had a tremendous impact on the education systems of developing countries including China and India. Perspectives on inclusive education have been constantly modified with increased awareness and understanding of the diverse needs of children. Research as well as theories and policies have shown significant advancement in the practices of both countries (Chen, 1996; Ainscow, 1999; Potts, 2003; Jangira, 2002). However, inclusion, due to the demands and multi-dimensional influences of different education systems, has unique cultural-specific features in these two developing countries.
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