This paper discusses qualitative research data from two developing countries, China and India, on teachers’ knowledge and attitudes towards special educational needs and inclusion. Education for students with special educational needs has improved since late 1980s in both countries; however, inclusive education still falls behind in an international context. The findings suggest cultural specific issues with regards to the interpretations of equal educational opportunities for all. The paper identifies the need to improve teachers’ knowledge and to change the attitudes towards SEN in enhancing better communication between teachers and students in inclusive classrooms