Breaking　with　discriminatory　views　and　segregated　education　for　children　with　disabilities,　regions　often　referred　to　as　Confucian　Heritage　Regions　(CHRs)　have　been　moving　towards　inclusive　education.　Although　some　of　these　regions　have　been　at　the　centre　of　attention　in　global　education　recently,　there　is　a　lack　of　research　and　information　about　how　they　＇do＇　inclusive　education.　Considering　that　reinforcing　legislative　foundations　is　of　foremost　importance　for　its　fulfillment,　this　study　examines　legislation　on　the　education　of　children　with　disabilities　in　four　neighbouring　CHRs:　the　Chinese　Mainland　,　Japan,　South　Korea　and　China＇s　Taiwan.　The　core　principles　that　frame　such　legislation　were　analyzed　and　cross-compared.　The　findings　show　that　despite　the　common　Confucian　heritage　that　is　attributed　to　them　systematically　in　studies　of　inclusive　education　-　which　is　often　said　to　influence　the　way　disability　is　perceived　and　dealt　with　-　the　four　Regions　treat　inclusion　differently　in　terms　of　legislation.　While　some　CHRs　are　clearly　influenced　by　e.g.　the　USA,　others　are　trying　to　design　a　specific　perspective　on　inclusive　education.　The　authors　argue　that　the　complex　example　of　these　CHRs　can　serve　as　an　important　template　for　studies　on　both　inclusive　and　comparative　education.　The　article　also　calls　for　the　careful　treatment　of　inclusive　education　beyond　an　essentialist　and　somewhat　simplistic　perspective　that　could　reduce　certain　regions　to　a　monolith.