Inclusive education is essential for achieving quality education, which is one of the Sustainable Development Goals (SDGs) reflecting a collective commitment by the worldwide community. Despite the global focus oninclusive education inclusive educationinclusive education, numerous nations still encounter challenges in its execution, and research on its practical implementation is of utmost importance. This chapter is written based on the study that analyses the strategies implemented by a school in Bali, Indonesia, which has been applying best practices of inclusive educationinclusive education since 2012. It additionally offers empirical facts regarding its implementations in China, Thailandinclusive education and Korea. Data were collected over three years at a school in Bali through intensive observations, interviews and document analysis. The analyses were accompanied by empirical reviews of studies conducted in China, Thailand and Korea. The data were analysed both qualitatively an quantitatively. The study in Bali reveals three primary approaches: differentiated instructiondifferentiated instruction, the whole-person approach and constructivism, all of which employ numerous strategies. The results indicate significant progress in the students’ basic literacyliteracy outcomes, despite numerous hurdles encountered. The students’ social-emotional learning (SEL)Social-Emotional Learning (SEL) must be adequately prepared for maximising an effective classroom. In comparison with China, Thailand and Korea, differentiated instructiondifferentiated instruction, individualised teaching and collaboration are also employed. Although all schools acknowledge that teachers encounter challenges in instructing children with special needs in inclusive settings, it is suggested that the strategies employed remain pertinent for future consideration.