China's inclusive education initiative began in mid-1980s under the name of "Learning in Regular Classrooms". The purpose of this research is to examine how Chinese Local Special Education Administrators understand the ideology of inclusive education and LRC model by using a qualitative investigation. The results indicate that the Chinese inclusion is driven by pragmatic needs to enroll more children with disabilities who were denied education into schools, and LRC has been practiced in a different social and cultural context from inclusive education initiative in the West. The authors conclude that China should make generalised changes in the whole education system and society to bring greater opportunities to those with disabilities.