<![CDATA[This study aims to analyze and compare inclusive education policies and regulations for children with special needs in Japan, Australia, Canada, and Finland across three dimensions, namely policy history and philosophy, legal framework, and service profile in schools. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 reporting guideline. Scopus, Web of Science, ERIC, and Google Scholar were searched for publications from 2012 to 2026. Of the 284 articles initially identified, 20 articles from reputable international journals met the eligibility criteria and the Critical Appraisal Skills Programme (CASP) quality appraisal, and were analyzed thematically using constant comparative analysis. The findings show that Japan operates a multi-track system and has gradually shifted from special education to special needs education, yet it still retains special classes and special schools. Australia protects students’ rights through the Disability Discrimination Act 1992 and the Disability Standards for Education 2005, with funding based on the national data collection on students with disability (NCCD), but implementation in schools remains inadequate. Canada, through the province of New Brunswick, applies full inclusion that prohibits separate classes, with Policy 322 as one of its legal bases. Finland uses a three-tier support system that emphasizes early intervention. The success of inclusion depends not only on legislation but also on teacher education and professionalism, as well as changes in school culture. These findings offer evidence-based recommendations for countries updating their inclusive education regulations.]]>
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