In this article, the authors report that, although social attention to the education of children with special needs began in the late 1970s, education for children with autism is the greatest challenge in special education in China. They point out that most school-age children with autism are still kept out of both regular and special schools. In most places in China today, children with severe, multiple disabilities and mental retardation are still being institutionalized and kept away from community life. Since the publication of the 1986 Education Law (National People's Congress, 1986), the State Department of Education has made great efforts to increase the number of students with disabilities included in public education. Of these, Suiban Jiudu, the practice of inclusion, has become an important means to achieve this goal since 1994. Here, the authors discuss the background information on Suiban Jiudu, its legal issues and the current practices of inclusion. In addition, the authors identify current challenges and possible solutions for effective inclusion, which include (1) social awareness and acceptance; (2) teacher preparation; (3) special curriculum and assessment; and (4) legislative and financial support.