How have historical, social, and cultural factors influenced today’s inclusive education policy and practice in China? How does the Chinese legal system regard inclusive education and what is the relevant jurisdiction? What roles do the international human rights mechanisms play in improving inclusive education in China? This chapter tries to respond to these three questions in separate but interrelated sections. Section one explains the ideas and theories underpinning China’s special education and discusses the origin, formation, and problems of the double-track approach. Section two provides an in-depth study on Chinese laws and regulations on inclusive education and the relevant and recent jurisprudence. The third section offers a rigorous evidence-based analysis of the interactions between international human rights mechanisms and domestic civil society organisations.