The right of every child to live a dignified and fulfilling life is promoted by the UN Convention on the Right of the Child. The Convention encourages every state to treat children in schools without discrimination based on race, color, sex, language, religion, national, ethnic or social origin, property, disability, birth, or any other status. The importance of inclusive education has been recognized in teaching practice, research, and literature, which further improved access to fair education for children with special needs. While inclusive education aims to provide equitable learning experiences for all, questions remain about the extent to which it is effectively practiced and implemented. In recent years, the Global South has extensively explored the theme of inclusive education, highlighting the need for a broader examination that transcends individual institutions and addresses the international aspects of the issue. This chapter is grounded on a literature review of the main studies on inclusive education. In addition to reviewing existing literature on the subject, the chapter aims to analyze key aspects of inclusive education as implemented across various educational settings in the Global South. The chapter addresses several important topics, such as teachers’ education and the training they need to deal with challenges of inclusive classrooms, opportunities for continuous professional development, and the importance of peer support for teachers. Results of analyses indicate that teachers require proper education and purposeful training on inclusive education, as well as professional development that is tailored to meet their needs. Teachers need support from their colleagues at school but also quality collaboration with parents and other professionals. Although the primary emphasis of the chapter is on the role of teachers, it also explores the role of governments and parents in enhancing inclusive education for children with special needs.