This paper examines the histories of Special Education in the United States and China, the progress they have made, the directions they are going, lessons they can learn from each other, and how these two societies can transform themselves to be more accepting, supportive, and inclusive because of the education and support provided to individuals with disabilities. It discusses the meaning of inclusion in the U.S. and China contexts, the logistics needed to build inclusive schools, the challenges educators and policy makers face, and how quality inclusive models can be developed to support young children with and without disabilities to be successful learners and community citizens. This paper also introduces the processes, progress, and challenges U.S. and China have gone through, with the intension of informing many other countries in developing and implementing high-quality inclusive programs for young children with disabilities and their families

Inclusion, early intervention, early childhood special education, policy making